Control students taking only the content course, with no explicit lifelong learning instruction, made no statistically significant ELLI gains pre-to-post¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the control group who received no explicit instruction in lifelong learning made no statistically significant gains in ELLI scores pre- to post-semester. → Shaffer 2015

Evidence¶

Shaffer 2015¶

Shaffer, S. C., Eshbach, B. E., & Santiago-Blay, J. A. (2015). A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming. InSight: A Journal of Scholarly Teaching, 10. https://www.youtube.com/watch?v=gK5I_68g0X8

q2 · i? · causal · r1

Paired-samples t-tests for the 18-student control group (Table 2, df = 18) showed no dimension reaching significance (p ranged 0.33–0.69); percentage changes were small and mixed in direction. No effect sizes were printed.

"students in the control group who received no explicit instruction in lifelong learning made no stat istically significant gains in the ELLI scores pre- to post-semester (see Table 2)"

Discussion¶

Related Claims¶

• Under-prepared students in a paired reading-plus-content course model made statistically significant pre-to-post gains on six of seven ELLI lifelong learning dimensions, with Learning Relationships the exception — related