Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Individual treatment (ES = 0.496) significantly outperformed group treatment (ES = 0.116; Q = 7.079, df = 1, p = 0.008), and delivery form significantly moderated effects (Q = 10.43, df = 2, p = 0.005), with combined direct-and-indirect delivery highest (ES = 1.200). → Lanqin Zheng 2016 q3 i1 Type of computer-based learning environment significantly moderated effects (Q = 19.21, df = 5, p = 0.002), with Web-based learning environments showing the greatest effect size (ES = 0.676). → Lanqin Zheng 2016 (2)

Evidence¶

Lanqin Zheng 2016¶

Lanqin Zheng. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. https://doi.org/10.1007/s12564-016-9426-9

q3 · i1 · quant-synthesis · r3

Moderator analysis of treatment organization: 24 studies implemented scaffolds individually (2127 subjects) versus five in groups (521 subjects); the difference was statistically significant. Delivery form also differed significantly (Q = 10.43, df = 2, p = 0.005).

"a higher effect size was associ- ated with the individual treatment (ES = 0.496) and a lower effect size was associated with groups. Moreover, a significant difference was found between the two types of organization type ( Q = 7.079, df = 1, p = 0.008)"

Lanqin Zheng 2016 (2)¶

Lanqin Zheng. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. https://doi.org/10.1007/s12564-016-9426-9

q3 · i1 · quant-synthesis · r2

Moderator analysis across six types of computer-based environments in the 29 studies; Web-based environments (15 studies, 1580 subjects) had the largest effect (ES = 0.676), while mobile and inquiry learning environments had negative effect sizes. The between-group test was significant.

"The greatest effect size was asso- ciated with the Web-based learning environment (ES = 0.676) (Table 14). This suggested that scaffolding in a Web-based learning environment is more effective than for other learning environments."

Discussion¶

Related Claims¶

• Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones — related
• Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance — related
• SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — related
• Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
• Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — related
• Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase — related
• Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects — related