On the knowledge assignment, neither the occasion-by-contingency interaction nor the three-way interaction with independent working time was significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The hypothesized contingency effect on knowledge assignment scores was not confirmed; interactions were non-significant, with and without task effort as covariate. → van de Pol 2015

Evidence¶

van de Pol 2015¶

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science. https://doi.org/10.1007/s11251-015-9351-z

q3 · i? · causal · r2

Multilevel analysis of knowledge assignment scores in the experimental classroom study; the article reports the three-way interaction "was not significant" and "remained non-significant" when task effort was added; only the main effect of occasion was significant.

"This three-way interaction was not significant (Table 9). In addition, when adding task effort as a covariate, the three-way-interaction remained non-significant (Table 9)."

Discussion¶

Related Claims¶

• When controlling for task effort, low contingent support improved multiple-choice achievement with short independent working time whereas high contingent support improved it with long independent working time — related
• Low contingent support increased task effort when independent working time was short; with long independent working time task effort decreased under both contingencies but less so with high contingency — related
• Higher levels of contingent support were related to higher appreciation of support, regardless of measurement occasion or independent working time — related
• Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers — related
• The scaffolding intervention unintentionally increased small groups' independent working time, roughly doubling it from premeasurement to postmeasurement — related