No significant performance difference for students completing exactly three assignments versus 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? No statistically significant effect on test scores was found for students with three completed assignments relative to the base category. → 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 "No statistically significant effect was found in the test score performance of students who had only three completed assignments (β = 12.241, p = 0.183 > 0.05)". Equivalence was not tested.
"No statistically significant effect was found in the test score performance of students who had only three completed assignments (β = 12.241, p = 0.183 > 0.05)"
Discussion¶
Related Claims¶
- Number of completed adaptive assignments is positively associated with student performance — related
- Students completing four assignments also outperformed those with fewer than three — related
- Time spent on adaptive assignments is negatively associated with test performance — related
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by process:wiki-ingest on 2026-10-30 |
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