The strategy intervention improved third graders' adaptive use of strategies relative to untreated classmates¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 A repeated measures ANOVA comparing the intervention group with classmates from T1 to T3 yielded a significant time*group interaction with a moderate effect size favoring the intervention group. → Aiso Heinze 2018

Evidence¶

Aiso Heinze 2018¶

Aiso Heinze, Julia Arend, Meike Gruessing, Frank Lipowsky. (2018). Instructional approaches to foster third graders' adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction. Instr Sci 46:869–891. https://doi.org/10.1007/s11251-018-9457-1

q3 · i2 · causal · r2

Intervention check comparing the 67 intervention children with 179 classmates using repeated measures ANCOVAs at T1 and T3. The printed effect size η2 = .073 is a moderate effect favoring the intervention. A pretest t test against classmates showed no selection bias (adaptive use: d = 0.16, p = .263).

"yielded a significant interaction effect “time*group” with a moderate effect size in favour of the intervention group (F(1, 244) = 19.10, p < .001, η2 = .073). Hence, the intervention had a positive effect on students’ skills in adaptive use of strategies."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Implicit and explicit learning environments do not differ in third graders' accurate use of strategies — related
• Implicit and explicit learning environments do not differ in third graders' skills in adaptive use of strategies at post-test or at 3- and 8-month follow-ups — related
• Implicitly taught students showed a more sustainable use of self-generated compensation strategies, which resisted the later introduction of standard algorithms — related
• During COVID, a third-grade volume-of-reading strategy showed greater reading growth than a control group without the strategy — related