Seventh graders' treatment effects fade by follow-up, with only the strategy knowledge contrast remaining significant¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 At follow-up, the modeling competency effect remained significant overall (part. η² = .05) but the worked-examples-vs-control contrast was no longer significant (p > .10). → Hänze 2022 q3 i? At follow-up, strategy knowledge showed still greater use of adequate strategies after worked examples than control (p < .05), though the omnibus effect was marginal (part. η² = .03). → Hänze 2022 (2)

Evidence¶

Hänze 2022¶

Hänze, M., & Leiss, D. (2022). Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school. Instructional Science. https://doi.org/10.1007/s11251-022-09583-8

q3 · i2 · causal · r2

Follow-up ANCOVA roughly eight weeks after treatment for seventh graders: the omnibus modeling competency effect persisted ("part. η2 = .05") but the worked-examples contrast showed "no effect for modeling competency (p > .10)".

"The treatment effects faded out somewhat by the follow-up measurement (modeling competency: F(2, 163) = 3.86, p < .05, part. η2 = .05; strategy knowledge: F(2, 163) = 2.83, p = .06, part. η2 = .03). Regarding contrast Cworked-examples, the results indicated no effect for modeling competency (p > .10)"

Hänze 2022 (2)¶

Hänze, M., & Leiss, D. (2022). Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school. Instructional Science. https://doi.org/10.1007/s11251-022-09583-8

q3 · i? · causal · r2

In the same follow-up analysis, the worked-examples contrast for strategy knowledge remained significant, showing "greater use of adequate strategies after worked examples compared to control condition (p < .05)"; no effect size was printed for this contrast.

"Regarding contrast Cworked-examples, the results indicated no effect for modeling competency (p > .10) but still greater use of adequate strategies after worked examples compared to control condition (p < .05)."

Discussion¶

Related Claims¶

• Heuristic worked examples improve fifth graders' modeling-specific strategy knowledge at posttest, but the effect fades by follow-up — related
• Heuristic worked examples improve seventh graders' modeling competency and strategy knowledge at posttest — related
• Heuristic worked examples do not improve fifth graders' mathematical modeling competency — related