The grade effect of learning-strategy differentiation is driven by instruction-dependent and instruction-independent students, not the average group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Within the treatment group, the effect on grades is significant for the instruction-dependent and instruction-independent groups but not for the average group. → Carla Haelermans 2022

Evidence¶

Carla Haelermans 2022¶

Carla Haelermans. (2022). The Effects of Group differentiation by students' learning strategies. Instructional Science. https://doi.org/10.1007/s11251-021-09575-0

q3 · i? · causal · r2

Multilevel regression Model 3 distinguishing three treatment subgroups within the experimental condition. The article reports the grade effect is "mainly driven by the students in the lower (instruction-dependent) and upper (instruction-independent) groups" with no significant effect for the middle group.

"Model 3 shows that the effect on grade is mainly driven by the students in the lower (instruction-dependent) and upper (instruction-independent) groups, and that we do not see a significant effect on the learning results for the middle group."

Discussion¶

Related Claims¶

• Learning strategy outcome effects are driven by different differentiation groups than the performance effect
• Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin — related
• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — related