In the prior researcher-delivered efficacy trial, the quotations condition produced stronger utility-value effects than the text condition¶

Claim · All claims
Evidence · 1 study · causal r3 · q2 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The efficacy study's quotations condition showed stronger effects on utility value (d = 0.30 at posttest, d = 0.26 at follow-up) than the text condition (d = 0.14 at posttest, d = 0.16 at follow-up). → Gaspard 2021

Evidence¶

Gaspard 2021¶

Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000663

q2 · i1 · causal · r3

The article reports, citing its own first cluster-randomized trial with 82 ninth-grade classrooms in which five doctoral candidates delivered the intervention, that "stronger effects in the quotations condition (d = 0.30 at posttest, d = 0.26 at follow-up)" were found compared with the text condition.

"both intervention conditions showed positive effects on students’ utility value six weeks and five months after the intervention, with stronger effects in the quotations condition (d = 0.30 at posttest, d = 0.26 at follow-up) compared with the text condition (d = 0.14 at posttest, d = 0.16 at follow-up)."

Discussion¶

Related Claims¶

• A classroom-delivered relevance intervention raised ninth-graders' utility value at 3-month follow-up in both delivery conditions, despite an average decline in self-reported utility value — related