Embedded design quiz performance exceeded the 80% mastery threshold on all three quizzes while applied experience quiz scores ranged from 34-80%¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A repeated measures ANOVA on the three mastery quizzes favored the embedded design condition (F1, 38 = 46.90, p<.0001), and each separate quiz ANOVA was also significant in favor of embedded design. → Lancaster 2019

Evidence¶

Lancaster 2019¶

Lancaster, J., & Bain, A. (2019). Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice. Australian Journal of Teacher Education, 44(2). https://ro.ecu.edu.au/ajte/vol44/iss2/4

q2 · i? · causal · r2

Repeated measures analysis of the three quizzes (weeks 5, 7 and 13) in the same 40-participant comparison group study. The article reports the repeated measures ANOVA (F1, 38 = 46.90 p<.0001) and separate one-way ANOVAs per quiz, "in favor of the embedded design condition in each case".

"In the applied experience condition mastery quiz scores ranged from 34-80%. In the embedded design condition all quizzes exceeded a predetermined mastery threshold of 80%, with scores ranging from 81-92.5%."

Discussion¶

Related Claims¶

• Pre-service teachers in an embedded-design inclusive education course recorded significantly higher pedagogical content knowledge posttest scores than peers in an applied-experience condition — related
• The embedded design and applied experience groups did not differ significantly on the pretest of pedagogical content knowledge — related