Control-group pupils improved only in self-analysis (by 3%) and self-organizing (by 1%), with no pupil reaching the 3rd or 4th skill level¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? Control pupils improved only self-analysis (by 3%) and self-organizing (by 1%); self-goal-setting, self-planning, self-control and self-correction stayed at the same level and no pupil reached the 3rd or 4th level. → Tatiana V. Sibgatullina and Olga G. Selivanova 2016

Evidence¶

Tatiana V. Sibgatullina and Olga G. Selivanova 2016¶

Tatiana V. Sibgatullina and Olga G. Selivanova. (2016). Organizing Educational Activity of a Pupil on the Basis of Learning Technologies. International Journal of Environmental & Science Education, 11(13), 6056-6067. http://creativecommons.org/licenses/by/4.0/

q2 · i? · causal · r1

Final diagnostics of the control group (185 people) in the pedagogical experiment, assessed with qualimetric methods. The article reports gains "only in the skills of self -analysis (by 3%) and self -organizing (by 1%)"; these are descriptive percentages with no test statistic.

"the pupilsd of the control group have improved their results only in the skills of self -analysis (by 3%) and self -organizing (by 1%). The skills of self -goal-setting, self-planning, self-cntrol, and self-correction were on the same level. No one of the pupils has achieved the 3d or the 4th level."

Discussion¶

Related Claims¶

• In the experimental group, 9% of pupils reached the 4th level in self-analysis, self-goal-setting and self-planning, 15% in self-organizing and 5% in self-assessing, while self-correction was the hardest skill to achieve — related
• Pupils taught with the learning technologies reached a higher complex assessment of educational skills than control pupils (63.4% vs 50.4% of maximum) — related