Before instruction, control students started significantly higher on basic-value measures, yet were overtaken after instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Kit-Only students began significantly higher on basic-value measures, F(1,140) = 5.2, p = .024, while pretest scores on other measures were statistically indistinguishable. → Doris B. Chin 2013

Evidence¶

Doris B. Chin 2013¶

Doris B. Chin, Ilsa M. Dohmen, and Daniel L. Schwartz. (2013). Young Children Can Learn Scientific Reasoning with Teachable Agents. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2013.24

q3 · i? · causal · r1

Pretest comparison in the 2-year classroom quasi-experiment, reported alongside Fig. 6 means. ELA, math achievement, and added-value pretest differences were statistically indistinguishable (all F's < 0.8); no effect size is printed for the basic-value difference.

"The Kit-Only (control) students, however, started significantly higher on the basic-value measures, F ð1; 140Þ¼ 5:2;p ¼ 0:024, as shown in Fig. 6."

Discussion¶

Related Claims¶

• Adding a teachable agent to the standard science curriculum improved fourth-graders' learning gains on both curriculum tests and researcher-designed hierarchical reasoning tests — a broader claim this one bears on
• Kit+TA students spontaneously transferred the TA's hierarchical spatial organization to open-ended post-test answers, unlike Kit-Only students — related