In the experimental group, 9% of pupils reached the 4th level in self-analysis, self-goal-setting and self-planning, 15% in self-organizing and 5% in self-assessing, while self-correction was the hardest skill to achieve¶
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? Experimental-group pupils reached the 4th (creative) level in several self-educational skills, with self-organizing most often attained (15%) and self-correction the most difficult. → Tatiana V. Sibgatullina and Olga G. Selivanova 2016
Evidence¶
Tatiana V. Sibgatullina and Olga G. Selivanova 2016¶
Tatiana V. Sibgatullina and Olga G. Selivanova. (2016). Organizing Educational Activity of a Pupil on the Basis of Learning Technologies. International Journal of Environmental & Science Education, 11(13), 6056-6067. http://creativecommons.org/licenses/by/4.0/
q2 · i? · causal · r1
Final diagnostics of the experimental group (167 people) after forming-stage teaching with the learning technologies. The printed percentages are descriptive: "9% pupils of the experimental group improved their ability of self -analysis, self-goal-setting and self -planning up the 4th level", with no test statistic.
"9% pupils of the experimental group improved their ability of self -analysis, self-goal-setting and self -planning up the 4th level, the same level in self -organizing was achieved by 15% pupils and of self -assessing – by 5% pupils. The results suggst that the most difficult skill to achieve is the skill of self-correcting."
Discussion¶
Learner Variables¶
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Control-group pupils improved only in self-analysis (by 3%) and self-organizing (by 1%), with no pupil reaching the 3rd or 4th skill level — related
- Pupils taught with the learning technologies reached a higher complex assessment of educational skills than control pupils (63.4% vs 50.4% of maximum) — related
- Self-regulated learning abilities improved significantly in the GPT-feedback VR group, supporting self-reflection, goal setting, and strategy adjustment — related
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