When controlling for task effort, low contingent support improved multiple-choice achievement with short independent working time whereas high contingent support improved it with long independent working time¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The three-way interaction between occasion, contingency and independent working time on multiple-choice scores was significant when task effort was included as a covariate. → van de Pol 2015 q3 i? Short independent working time favored low contingency; long independent working time favored high contingency, on multiple-choice scores. → van de Pol 2015

Evidence¶

van de Pol 2015¶

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science. https://doi.org/10.1007/s11251-015-9351-z

q3 · i? · causal · r2

Multilevel analysis of multiple-choice test scores (750 students analyzed) in the experimental classroom study; the article reports "the three-way interaction between occasion, contingency and independent working time was significant; medium effect size of R 2 = .30" with task effort as covariate.

"When taking task effort into account, the three-way interaction between occasion, contingency and independent working time was significant; medium effect size of R 2 = .30; Cohen, 1992."

van de Pol 2015 (2)¶

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science. https://doi.org/10.1007/s11251-015-9351-z

q3 · i? · causal · r2

Direction of the significant three-way interaction on multiple-choice scores as printed in Results: "When the independent working time was short, low levels of contingency resulted in an increase in scores"; the reverse held when it was long.

"When the independent working time was short, low levels of contingency resulted in an increase in scores on the multiple choice test whereas when the independent working time was long, high levels of contingency resulted in an increase in scores."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Low contingent support increased task effort when independent working time was short; with long independent working time task effort decreased under both contingencies but less so with high contingency — related
• On the knowledge assignment, neither the occasion-by-contingency interaction nor the three-way interaction with independent working time was significant — related
• Contingent scaffolding improves learning more than fixed or absent support. — a broader claim this one bears on
• Higher levels of contingent support were related to higher appreciation of support, regardless of measurement occasion or independent working time — related