The experimental group outgained the control group on adaptation indicators: debts down 8%, adequate self-esteem up 24%, socio-psychological adaptability up 14%, knowledge motivation up 19%, overall adaptation up 14%¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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.
q2 i? Compared with the control group, the experimental group gained 8% on students without study debts, 24% on adequate self-esteem, 14% on high or above-medium socio-psychological adaptability, 19% on knowledge motivation, and 14% overall on adaptation level. → Zeleeva et al. 2016
Evidence¶
Zeleeva et al. 2016¶
Vera P. Zeleeva, Svetlana S. Bykova, Silvia Varbanova. (2016). Psychological and Pedagogical Support for Students' Adaptation to Learning Activity in High Science School. International Journal of Environmental & Science Education, 11(3), 151-161. https://eric.ed.gov/?id=EJ1092226
q2 · i? · causal · r1
Quantitative results of the pedagogical experiment reported in the Results section: gains in the experimental group relative to the control group across four indicators, plus an overall increase in adaptation level of 14% attributed to the experimental work.
"the number of students who do not have debts on their studies in th e experimental group was up 8%, with an adequate self -esteem has increased by 24%, with high or above medium level of social and psychological adaptability - by 14% and motivated to knowledge 19% more than the control group."
Discussion¶
Related Claims¶
- In the experimental group the share of teachers with adequate self-esteem rose to 58% and low self-esteem fell to 13% during the training program, while the control group stayed the same — related
- After the goal-oriented program, a higher percentage of experimental-group students had no academic debt and a lower percentage had constant academic debt compared with the test group — related
- Implementing the structural-functional model with a teacher training program produced relevant experimental-group outcomes while control-group outcomes remained unchanged — a broader claim this one bears on
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