Technology-supported adaptive teaching units showed significant learning gains, larger for low-prior-knowledge students and high implementation fidelity¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the adaptive-teaching project, quantitative findings showed significant learning gains across teaching units regardless of subject domain, with larger increases for students with low prior knowledge and when implementation fidelity was high. → Lachner 2024

Evidence¶

Lachner 2024¶

Lachner, A., Sibley, L., & Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09876-z

q2 · i? · theoretical · r3

In the article's schooling example (Sibley et al., 2023a), a mixed-methods study at one school (a second joined later) involved 183 students with pre-posttest knowledge tests co-designed by the teams, analyzed with cluster-robust fixed-effect models and moderation analyses. Gains were significant across subjects, larger for low-prior-knowledge students and high fidelity.

"Overall, the quantitative findings showed significant learning gains across the teaching units regardless of the subject domain of the teaching units. Additionally, larger increases were obtained for students with low prior knowledge and when the implementation fidelity was high."

Discussion¶

Related Claims¶

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