Timing of instructional input (before vs. after case comparison) did not significantly affect conceptual knowledge acquisition¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? Defining principles before versus after case comparison produced no significant difference in knowledge (ηp² = 0.003); the authors conclude that merely delaying information is not beneficial. → Julia Kienzler 2023
Evidence¶
Julia Kienzler 2023¶
Julia Kienzler, Thamar Voss, Jörg Wittwer. (2023). Student teachers' conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instructional Science. https://doi.org/10.1007/s11251-023-09627-7
q3 · i? · causal · r2
Null result from the same MANCOVA in the randomized 2×2 experiment (N = 181). The printed ηp² values (0.003, 0.01) are negligible; equivalence was not tested.
"no significant effect of timing of input, F(3, 169) = 0.19, p = .904, ηp2 = 0.003, and no significant interaction effect, F(3, 169) = 0.32, p = .810, ηp2 = 0.01"
Discussion¶
Related Claims¶
- Case comparison shifts student teachers' beliefs about operant conditioning toward more positive, regardless of experimental condition
- Presenting principles before case comparison yields higher germane load and lower extraneous load than presenting them after — related
- Higher germane load and lower extraneous load mediate the effect of instructional guidance on conceptual knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
input-timing-no-effect-knowledge-case-comparison |
title |
Timing of instructional input (before vs. after case comparison) did not significantly affect conceptual knowledge acquisition |
description |
Timing of instructional input (before vs. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — julia-kienzler-2023 |
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