Collective portfolio scores explained additional variance in conceptual understanding beyond achievement, participation, and individual inquiry¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Entering portfolio scores (collective inquiry) in the final regression step added a statistically significant 4% of variance to conceptual understanding, R² = .57, p < .05. → Eddy Y.C. Lee 2006

Evidence¶

Eddy Y.C. Lee 2006¶

Eddy Y.C. Lee, Carol K.K. Chan, & Jan van Aalst. (2006). Students assessing their own collaborative knowledge building. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-006-8997-6

q3 · i? · causal · r1

Hierarchical multiple regression with essay scores as dependent variable (n = 52 at final step): academic achievement entered first (R² = .33), ATK inquiry second (nonsignificant change, R² = .34), explanation and inquiry scores third (additional 19%, R² = .53), portfolio scores last. The article concludes portfolio scores "predicted students' conceptual understanding" over and above the earlier steps; no standardized effect size is printed.

"when the portfolio scores (collective inquiry) were entered an additional 4% of variance to conceptual understanding was explained, R2 = .57, F (5, 52) = 5.3, p < .05."

Discussion¶

Related Claims¶

• Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding — related