A no-instruction control group showed no knowledge change over the six-week period, ruling out testing and external influences¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · 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.
q2 i? Control group scores did not differ significantly between pre- and retention test (Wilcoxon-Test, Z = -0.443; p = .568). → Heyne 2012
Evidence¶
Heyne 2012¶
Heyne, T., & Bogner, F. X. (2012). Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education. World Journal of Education. https://doi.org/10.5430/wje.v2n6p1
q2 · i? · causal · r2
Control group (n = 52) attended only pre- and retention tests within the same six-week time-frame without instruction on illegal drugs; the article reports scores "did not differ significantly at all", indicating no testing effect or external influence. No effect size printed.
"Control group scores did not differ significantly at all (Wilcoxon-Test, Z = -0.443; p = .568)."
Discussion¶
Related Claims¶
- Control-group pre-K children showed no statistically significant change on either measure over the ten-week period — related
- The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
- Presentation condition does not differentially affect microstructure comprehension over five weeks, though VNT and NT groups improved while the text-only group did not — related
- Brief signed video lessons produced learning gains, but the study could not rule out practice effects because it lacked a no-training control group — related
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