Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i1small
Currency · newest study 2016 · not yet checked against its sources · 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 i1 Studies using multiple scaffolds (ES = 0.577) outperformed those using a unique scaffold (ES = 0.211), a statistically significant difference (Q = 4.424, df = 1, p = 0.035). → Lanqin Zheng 2016
Evidence¶
Lanqin Zheng 2016¶
Lanqin Zheng. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. https://doi.org/10.1007/s12564-016-9426-9
q3 · i1 · quant-synthesis · r2
Moderator analysis under a random effects model comparing 18 studies coded as multiple scaffolds (1869 subjects) with 11 studies coded as unique scaffolds (779 subjects). The difference between the two categories was statistically significant.
"The higher effect size was associated with the multiple kinds of scaffolds (ES = 0.577), in contrast to the unique scaffold (ES = 0.211). There was a statistically significant difference between the multiple and unique scaffolds ( Q = 4.424, df = 1, p = 0.035)"
Discussion¶
Related Claims¶
- Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects — related
- Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones — related
- Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase — related
- Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
- SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
multiple-scaffolds-outperform-unique |
title |
Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance |
description |
Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lanqin-zheng-2016 |
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