Claims

The article posits a relationship between approaches to teaching and approaches to studying

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2013 · 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? Approaches to teaching and approaches to studying are related, per the article's stated focus. → Rosário 2013

Evidence

Rosário 2013

Rosário, Pedro José Sales Luís de Fonseca; Núñez Pérez, José Carlos; Ferrando, Pere J.; Paiva, Olimpia; Lourenço, Abilio; Cerezo Menéndez, Rebeca; Valle Arias, Antonio. (2013). The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school. Metacognition and Learning, 8(1), 47-77. https://doi.org/10.1007/s11409-013-9095-6

q2 · i? · associational · r?

The article's title states its focus on "The relationship between approaches to teaching and approaches to studying". The supplied material prints no coefficient, test statistic or effect size for this relationship, so no magnitude is reported.

"The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school"

Discussion

Page metadata
Field Value
type claim
id approaches-teaching-related-to-approaches-studying
title The article posits a relationship between approaches to teaching and approaches to studying
description The article posits a relationship between approaches to teaching and approaches to studying
status review
evidence_strength weak
newest_evidence 2013
generated by process:wiki-ingest on 2026-10-19
trust unverified — no one has confirmed this page's content
sources 1 — rosário-2013

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