A 4C/ID-based online learning environment improves upper secondary students' research skills test scores from pretest to posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Students improved significantly on the LRST posttest compared to pretest, d = -0.567. → Louise Maddens 2023

Evidence¶

Louise Maddens 2023¶

Louise Maddens, Fien Depaepe, Annelies Raes, Jan Elen. (2023). Fostering students' motivation towards learning research skills: the role of autonomy, competence and relatedness support. Instructional Science 51, 165–199. https://doi.org/10.1007/s11251-022-09606-4

q2 · i2 · causal · r2

Paired samples t-test on the Leuven Research Skills Test in the quasi-experimental classroom study; scores are on a 0-1 range. The difference was significant with d = -0.567 as "A paired samples t-test reveals that" students improved.

"A paired samples t-test reveals that, in general, students (n = 210) improved on the LRST-posttest (M = 0.57, SD = 0.16) compared to the pretest (M = 0.51, SD = 0.15)"

Discussion¶

Related Claims¶

• Adding integrated need support did not further improve scores on the research skills test beyond the baseline 4C/ID environment — related
• Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition — a broader claim this one bears on
• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — related
• The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant — related