Exploratory pre-post questionnaire comparisons showed descriptively higher post-program means but no statistically significant differences after Holm adjustment¶
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Evidence · 1 study (2 entries) · qualitativer2·q2·i2medium
Currency · newest study 2026 · 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 i2 Reflective teaching was descriptively higher post-program (mean difference 0.40, Hedges' g = 0.41) with a confidence interval including zero, and none of the four comparisons was statistically significant after Holm adjustment. → Hochberg N and Waitzman R 2026
q2 i? All four pre-post comparisons (reflective teaching, AI-supported planning, inquiry-oriented design, differentiated instruction) were non-significant after Holm adjustment with every confidence interval including zero. → Hochberg N and Waitzman R 2026 (2)
Evidence¶
Hochberg N and Waitzman R 2026¶
Hochberg N and Waitzman R (2026). From information providers to learning designers: heutagogical teaching practices in AI-enhanced education. Front. Educ. 11:1905833. https://doi.org/10.3389/feduc.2026.1905833
q2 · i2 · qualitative · r2
Exploratory quantitative strand comparing 61 consenting pre-program with 26 consenting post-program anonymous submissions using Welch independent-samples t tests. Reflective teaching showed a mean difference of 0.40 with Hedges' g = 0.41, 95% CI [−0.05, 0.87]; unadjusted p = 0.077, Holm-adjusted p = 0.307.
"Reflective teaching was descriptively higher in the post-program group, M = 3.27, SD = 0.92, than in the pre-program group, M = 2.87, SD = 0.98, with a mean difference of 0.40, 95% CI [−0.04, 0.84]"
Hochberg N and Waitzman R 2026 (2)¶
Hochberg N and Waitzman R (2026). From information providers to learning designers: heutagogical teaching practices in AI-enhanced education. Front. Educ. 11:1905833. https://doi.org/10.3389/feduc.2026.1905833
q2 · i? · qualitative · r2
Exploratory Welch independent-samples comparisons of unlinked pre- and post-program questionnaire submissions on four author-developed indicators. The article reports that "None of the four comparisons was statistically significant after Holm adjustment, and every confidence interval included zero," providing limited, imprecise corroboration rather than evidence of program effects.
"None of the four comparisons was statistically significant after Holm adjustment, and every confidence interval included zero."
Discussion¶
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Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
exploratory-pre-post-null-holm-adjusted |
title |
Exploratory pre-post questionnaire comparisons showed descriptively higher post-program means but no statistically significant differences after Holm adjustment |
description |
Exploratory pre-post questionnaire comparisons showed descriptively higher post-program means but no statistically significant differences after Holm adjustment |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — hochberg-n-and-waitzman-r-2026, hochberg-n-and-waitzman-r-2026-2 |
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