Claims

Providing contrasting cases reduces the number of solution attempts students generate, both before and after instruction

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · 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? Students who received contrasting cases generated significantly fewer solution attempts (p = 0.05, η² = 0.02). → Loibl 2020

Evidence

Loibl 2020

Loibl, K., Tillema, M., Rummel, N., & van Gog, T. (2020). The effect of contrasting cases during problem solving prior to and after instruction. Instructional Science. https://doi.org/10.1007/s11251-020-09504-7

q3 · i? · causal · r2

ANCOVA on quantity of solution attempts in the 2×2 experiment (N = 181). The contrasting-cases main effect was "F(1, 176) = 3.99, p = 0.05, η2 = 0.02"; the interaction with order was not significant (p = 0.64).

"There was also a significant effect of contrasting cases, F(1, 176) = 3.99, p = 0.05, η2 = 0.02, with students who received contrasting cases generating fewer solution attempts"

Discussion

Page metadata
Field Value
type claim
id contrasting-cases-reduce-solution-attempt-quantity
title Providing contrasting cases reduces the number of solution attempts students generate, both before and after instruction
description Providing contrasting cases reduces the number of solution attempts students generate, both before and after instruction
status review
evidence_strength weak
newest_evidence 2020
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — loibl-2020

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