In the Study 2 replication, the effect of the heterogeneity simulation on school-heterogeneity beliefs narrowly missed statistical significance¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The time × group interaction was not significant in Study 2. → Baier-Mosch 2026 q3 i2 The within-condition pretest-posttest change in the simulation condition was not significant but of medium effect size, narrowly missing significance. → Baier-Mosch 2026 (2)

Evidence¶

Baier-Mosch 2026¶

Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike (2026). Effects of heterogeneity simulations on beliefs. Learning and Instruction 101, Art. 102258. https://doi.org/10.1016/j.learninstruc.2025.102258

q3 · i1 · causal · r2

Study 2, an exact replication with 152 pre-service teachers, same conditions, materials and instruments. The mixed ANOVA on school-student heterogeneity beliefs showed the "interaction between time and group was not significant, F(2, 149) =2.860, p =.060, partial η2 =.037".

"The results of a mixed ANOVA showed that the interaction between time and group was not significant, F(2, 149) =2.860, p =.060, partial η2 =.037."

Baier-Mosch 2026 (2)¶

Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike (2026). Effects of heterogeneity simulations on beliefs. Learning and Instruction 101, Art. 102258. https://doi.org/10.1016/j.learninstruc.2025.102258

q3 · i2 · causal · r2

Study 2 simple main effect in the simulation condition: "the effect of time for the heterogeneity simulation condition was not significant this time, F(1, 49) =3.968, p =.052, partial η2 =.075"; the article calls this a medium effect that only narrowly missed significance.

"A simple main effect test showed that the effect of time for the heterogeneity simulation condition was not significant this time, F(1, 49) =3.968, p =.052, partial η2 =.075."

Discussion¶

Related Claims¶

• In Study 1, a heterogeneity simulation significantly increased pre-service teachers' beliefs about the importance of responding to school students' heterogeneity — related
• Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies — related
• Reading a scientific text on heterogeneity did not increase beliefs about responding to school students' heterogeneity, indicating self-experience is the crucial element — related