In one study of 37 thermodynamics freshmen, a CLT-based instructional design yields higher retention and transfer scores than lecturer-designed instruction, controlling for prior knowledge and memory span¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? The instructional design variable had a significant multivariate effect on the dependent variables (Wilks' λ = .18, F(4-30) = 33.43, ηp2 = .82, p < .05). → Kala 2023 q3 i? Experimental-group students scored significantly higher than control-group students on retention tests (ηp2 = .72) and transfer tests (ηp2 = .71). → Kala 2023 (2)

Evidence¶

Kala 2023¶

Kala, N., & Ayas, A. (2023). Effect of instructional design based on cognitive load theory on students' performances and the indicators of element interactivity. Journal of Turkish Science Education, 20(3), 468-489. https://doi.org/10.36681/tused.2023.027

q3 · i? · causal · r1

MANOVA in the main experiment (37 freshmen randomly assigned to experimental n=18 and control n=19), with DSMT and TAT pre-test as covariates, showed the instructional design variable had "a significant effect on the dependent variables" with η p2= .82.

"the independent variable had a significant effect on the dependent variables *(λ)= .18, F(4 -30)= 33.43, η p2= .82, p= .00, p< .05]"

Kala 2023 (2)¶

Kala, N., & Ayas, A. (2023). Effect of instructional design based on cognitive load theory on students' performances and the indicators of element interactivity. Journal of Turkish Science Education, 20(3), 468-489. https://doi.org/10.36681/tused.2023.027

q3 · i? · causal · r1

Follow-up univariate tests after MANOVA on eight-session means: experimental RT mean 77.07 vs control 38.48; TT 62.96 vs 29.67. The authors report "a significant difference between the RT" and TT scores with η p2= .72 and η p2 = .71 respectively.

"there was a significant difference between the RT [F(1-33)= 83.74, η p2= .72, p= .00, p< .05] and TT [F(1-33)= 78.91, η p2 = .71, p= .00, p< .05] scores of the students in both groups"

Discussion¶

Related Claims¶

• Active Learning Improves Exam Performance — the general claim this finding bears on, with the studies behind it

• Cognitive Overload Degrades Learning — the general claim this finding bears on, with the studies behind it

• The CLT-based design produced higher effective learning scores at retention and transfer, while achievement effective learning scores were nearly equal between groups — possibly the same claim (merge candidate)
• No significant difference between groups on the thermodynamics achievement post-test or cognitive load scale after CLT-based versus lecturer-designed instruction — related
• In one thermodynamics study, retention and transfer scores tended to be lower on topics of higher element interactivity, a descriptive pattern with several sessions that did not fit it — related
• Structure and layout of the exam pages strongly contribute to the success of the multimodal grading method and, for now, appear to be required — related
• High school students taught with self-study followed by discussion achieved higher immediate retention and near-transfer scores than those taught with lecture followed by discussion — related