Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2020 · 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 i2 Students' ratings of how interesting, instructive and fun the introductory activities were correlated positively and mainly significantly, but weakly, with test results close in time, with no significant relationship to the more distant exams. → Lauc 2020
Evidence¶
Lauc 2020¶
Lauc, T., Jagodić, G. K., & Bistrović, J. (2020). Effects of Multimedia Instructional Message on Motivation and Academic Performance of Elementary School Students in Croatia. International Journal of Instruction, 13(4), 491-508. https://doi.org/10.29333/iji.2020.13431a
q3 · i2 · causal · r2
Pearson correlations between pooled motivational assessments and test/exam results (N=172) were positive and mainly significant but low (e.g. Test 2.3 fun r = .36, Test 1.2 instructive r = .30), with no significant correlations for Exam 1 or Exam 2.
"The correlations between students’ assessments of the emotional and motivational aspects of introductory activities irrespective of their mode of delivery were positive and mainly statistically significant but rather low."
Discussion¶
Related Claims¶
- Learner-centered teacher–student relationships are associated with better student outcomes — a broader claim this one bears on
- Students rate multimedia introductory activities as more instructive, interesting and fun than traditional introductory activities — related
- Multimedia introductory activities are rated as more interesting and instructive than fun, while traditional activities are rated similarly on all three features — related
- Multimedia motivational introductory messages produce better immediate knowledge-test outcomes than traditional teaching aids in elementary Nature and Society lessons — related
- Exam grades correlate positively with designing competition and near-zero with designing fun in the Study 1 correlation table — related
- The learning advantage of multimedia introductory messages is partially visible on global exams and not durable across the study — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
motivational-assessments-correlate-weakly-near-tests |
title |
Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results |
description |
Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lauc-2020 |
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