Wait-list control participants scored significantly higher on both APSS questions after their own exposure to CareerWISE¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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 i? Within the wait-list control group, paired t-tests showed participants scored significantly higher (p < 0.05) on the second administration of the APSS, after interacting with the online learning environment, on both Question 1 and Question 2. → Jennifer M. Bekki 2014
Evidence¶
Jennifer M. Bekki 2014¶
Jennifer M. Bekki, Bianca L. Bernstein, Natalie Fabert, Natalie Gildar, and Amy Way. (2014). Efficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076131
q3 · i? · causal · r2
Paired t-test analysis comparing the two APSS administrations within the wait-list control group (N = 64), before and after their exposure to the online learning environment. The article reports significant gains on both questions at "p < 0.05".
"Consequently, for both Question 1 and Question 2, participants were shown to score significantly higher (p < 0.05) on the second administration of the assessment."
Discussion¶
Related Claims¶
- In an RCT, CareerWISE treatment participants showed a statistically better ability to apply interpersonal problem solving knowledge to an open-ended scenario than wait-list controls — related
- In an RCT, women STEM doctoral students who used CareerWISE showed greater knowledge of interpersonal problem solving steps than wait-list controls — related
- The COMPASS intervention significantly increases students' math self-concept immediately after participation in both an intervention group and a waiting-list control group — related
- No statistical difference was found between engineering and non-engineering participants on either APSS question, supporting conclusions about engineering students from the full STEM sample — related
- Longer APSS responses received higher scores, particularly for the scenario-application question (r = 0.70) — related
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