Providing feedback on lesson plans amplifies the intervention effect on teacher self-efficacy (large effect, near-significant)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r? · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Providing feedback on lesson plans was the only individual support activity moderator close to the .05 significance level, showing a large effect (g = 1.033, p = .056). → Mok 2022 q3 i3 The feedback-on-lesson-plans moderator remained a large effect (g = .849) but was slightly reduced and no longer significant (p = .082) after controlling for methodological variables. → Mok 2022 (2)

Evidence¶

Mok 2022¶

Mok, S. Y., Rupp, D., & Holzberger, D. (2022). What kind of individual support activities in interventions foster pre-service and beginning teachers' self-efficacy? A meta-analysis. Preprint submitted for peer-review. https://doi.org/10.1016/j.edurev.2023.100552

q3 · i3 · quant-synthesis · r?

Meta-regression model 1, controlling for mastery experience, across the meta-analytic sample. The moderator for feedback on lesson plans showed "a large effect (g = 1.033" with p = .056, slightly missing the .05 significance level.

"providing feedback on a lesson plan was the only moderator of the overall effect on teacher self-efficacy that was very close to the significance level of .05 and it showed a large effect (g = 1.033, SE = .273, p = .056, CI[-.013, .821], Table 3a)."

Mok 2022 (2)¶

Mok, S. Y., Rupp, D., & Holzberger, D. (2022). What kind of individual support activities in interventions foster pre-service and beginning teachers' self-efficacy? A meta-analysis. Preprint submitted for peer-review. https://doi.org/10.1016/j.edurev.2023.100552

q3 · i3 · quant-synthesis · r?

Meta-regression model 2 additionally controlled for research design, teacher self-efficacy measurement, and teacher group. The moderator effect was "slightly reduced" to g = .849 with p = .082, still above the .05 threshold.

"providing feedback on lesson plans remained a moderator of the overall effect on teacher self-efficacy –again close to the significance level of .05– and was slightly reduced when controlling for the methodological variables, but still indicated a large effect (g = .849, SE = .785, p = .082, CI[-.057, .736]; Table 3b)."

Discussion¶

Related Claims¶

• No individual support activity other than feedback on lesson plans significantly moderated the intervention effect — possibly the same claim (merge candidate)
• Guided reflection was the most frequently applied individual support activity in the included interventions — related
• Interventions with individual support activities improve pre-service and beginning teachers' self-efficacy with a medium-sized overall effect — related