A flexible hypertext course group averaged 76% on achievement tests against 59% for a direct-design group that studied different software, so the contrast confounds design with content¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? The experimental group using flexible instruction based on cognitive flexibility hypertext theory averaged 76% on achievement tests versus 59% for the control group using direct online course design. → Chokri Barhoumi; Pier Giuseppe Rossi 2013
Evidence¶
Chokri Barhoumi; Pier Giuseppe Rossi 2013¶
Chokri Barhoumi; Pier Giuseppe Rossi. (2013). The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in e-learning Environments. Contemporary Educational Technology, 4(4), 281-308. https://eric.ed.gov/?id=EJ1105506 doi:10.30935/cedtech/6109
q2 · i? · causal · r1
Comparison of two groups of 73 students each, formed by splitting each pretest achievement band in half and assigning the halves at random, in a Moodle e-learning environment during academic year 2010; the experimental group studied Adobe Flash with flexible hypertext design, the control group Adobe Illustrator with direct design. Reported achievement-test averages were "experimental group (76%) and of the control group (59%)". No effect size or significance test is printed for this contrast. Because the two groups also studied different software (Flash against Illustrator), the difference in scores cannot be attributed to the course design alone.
"Based on the value of the time suggested by online instructor (10 minutes) to finish one test and based on scores on achievement test of the experimental group (76%) and of the control group (59%), we deduced that students of the experimental group using online course design based cognitive flexibility hypertext theory acquired more knowledge"
Discussion¶
Related Claims¶
- The experimental group answered achievement tests faster (6.18 minutes) than the control group (7.51 minutes) — related
- Experimental-group students accessed the online course and learning activities more frequently (6.38 and 7.92) than control-group students (2.67 and 6.05) — related
- Experimental-group students held more positive attitudes toward flexible hypertext course design than control-group students toward direct design (t = 4.723) — related
- More experimental-group answers achieved 100% accuracy on achievement tests (23) than control-group answers (13) — related
- Presenting multiple cases from different perspectives supports transfer in ill-structured domains — a broader claim this one bears on
- Case-based learning improves exam performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cft-hypertext-design-higher-achievement-scores |
title |
A flexible hypertext course group averaged 76% on achievement tests against 59% for a direct-design group that studied different software, so the contrast confounds design with content |
description |
A flexible hypertext course group averaged 76% on achievement tests against 59% for a direct-design group that studied different software, so the contrast confounds design with content |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chokri-barhoumi-pier-giuseppe-rossi-2013 |
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