Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In each condition pupils' scores increased significantly from pre-test to post-test and from pre-test to retention test (p = .00). → Maaike E. Prangsma 2008 q2 i? Conditions did not differ significantly on pre-test scores (F(2, 82) = .32, p = .72). → Maaike E. Prangsma 2008 (2)

Evidence¶

Maaike E. Prangsma 2008¶

Maaike E. Prangsma, Carla A. M. Van Boxtel, Gellof Kanselaar. (2008). Developing a 'big picture': Effects of collaborative construction of multimodal representations in history. Instructional Science. https://doi.org/10.1007/s11251-007-9026-5

q2 · i? · causal · r2

Preliminary check in the same experiment confirming pupils learned from the collaborative tasks in all three conditions; only p-values printed, no effect sizes.

"The paired samples T-tests showed that in each condition the pupils' score increased significantly from pre-test to post-test (p = .00) and from pre-test to retention test (p = .00)."

Maaike E. Prangsma 2008 (2)¶

Maaike E. Prangsma, Carla A. M. Van Boxtel, Gellof Kanselaar. (2008). Developing a 'big picture': Effects of collaborative construction of multimodal representations in history. Instructional Science. https://doi.org/10.1007/s11251-007-9026-5

q2 · i? · causal · r2

Prior-knowledge check: the three conditions were statistically comparable at pre-test, though the authors note the pre-test had low reliability (Cronbach's alpha .31) because prior knowledge was low.

"An ANOVA indicated that the three conditions did not differ significantly from each other in their mean pre-test scores (F(2, 82) = .32, p = .72)."

Discussion¶

Related Claims¶

• No significant differences between conditions on the retention test, and scores of the Visual and Timeline conditions decreased significantly from post-test to retention — related
• Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
• Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations — related
• Lessons using contrasts between critical aspects produced greater long-term retention than the other lessons in each learning study cycle, though not significantly so in individual experiments — related
• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
• Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition — possibly the same claim (merge candidate)
• The Timeline condition's advantage was concentrated in time-related test items and disappeared in the long run — related
• Domain-specific knowledge gains from the learning session were large but comparable across the three experimental conditions — related
• Revisions to visuals had no effect on post-lesson test scores, though prior knowledge predicted performance — related
• Participants in the four visualization conditions did not differ significantly in prior knowledge about Pergamon — related