Students completing four assignments also outperformed those with fewer than three¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students with four completed assignments scored higher than those with fewer than three (β = 31.936, p < 0.01). → Ipinnaiye 2024
Evidence¶
Ipinnaiye 2024¶
Ipinnaiye, Olubunmi; Risquez, Angelica. (2024). Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes. Computers & Education, 215, 105047. https://doi.org/10.1016/j.compedu.2024.105047
q2 · i? · associational · r1
Same regression analysis. The study reports "The next best performance was found for students with four completed assignments (β = 31.936, p = 0.000 < 0.01)" relative to the base category of fewer than three assignments.
"The next best performance was found for students with four completed assignments (β = 31.936, p = 0.000 < 0.01)"
Discussion¶
Related Claims¶
- Number of completed adaptive assignments is positively associated with student performance — a broader claim this one bears on
- No significant performance difference for students completing exactly three assignments versus fewer than three — related
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