Content Acquisition Podcasts produced significantly higher posttest scores than textbook-based instruction for preservice teachers¶
Claim · All claims
Evidence · 1 study · reviewr2·q3·i3large
Currency · newest study 2023 · 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.
q3 i3 Preservice teachers taught with Content Acquisition Podcasts achieved significantly higher posttest scores than controls using textbooks, with d = 1.09 and d = 1.21 across two content areas. → Adrie A. Koehler 2023
Evidence¶
Adrie A. Koehler 2023¶
Adrie A. Koehler, Daniela Rezende Vilarinho-Pereira. (2023). Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10060-1
q3 · i3 · review · r2
Quantitative experiment with 164 preservice teachers in an introductory special education course; the experimental group received instruction using CAPs while controls had textbooks, a graphic organizer, and an outline. The review reports the experimental group "achieved significantly higher scores than the participants from the control group" (Course Content Area 1: F(1,156) = 43.10, d = 1.09; Area 2: F(1,150) = 57.61, d = 1.21).
"the participants in the experimental group (Course Content Area 1: M = 12.4, SD = 1.89; Course Content Area 2: M = 13.9 SD = .99) achieved significantly higher scores than the participants from the control group"
Discussion¶
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by process:wiki-ingest on 2026-10-28 |
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