Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2022 · 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.
q3 i0 In a class-level randomized experiment, students in differentiated classes scored significantly higher on end-of-intervention grades, with a small standardized effect size of 0.1 of a standard deviation. → Carla Haelermans 2022
Evidence¶
Carla Haelermans 2022¶
Carla Haelermans. (2022). The Effects of Group differentiation by students' learning strategies. Instructional Science. https://doi.org/10.1007/s11251-021-09575-0
q3 · i0 · causal · r2
Multilevel regression on 1091 students in 46 classes from eight Dutch secondary schools, randomized at class level, controlling for pretest grades. The intervention produced "0.12 points on the learning results", corresponding to "a small standardized effect size of 0.1 of a standard deviation."
"Model 1 shows a significant effect of the intervention of 0.12 points on the learning results of the students This corresponds to a small standardized effect size of 0.1 of a standard deviation."
Discussion¶
Related Claims¶
- Grade Effect Driven By Dependent Independent Groups
- No Motivation Effect Differentiation
- Growth On Learning Strategy Scales
- Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — related
- The intervention significantly benefited 6th-grade students but showed no significant effects for 7th or 8th graders — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
differentiation-learning-strategies-raises-performance |
title |
Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin |
description |
Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carla-haelermans-2022 |
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