Support conditions did not differ from control in learning scores within the environment¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · 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 i? An ANOVA found no significant differences between conditions in percentage of correctly answered assignments (SWLEP). → Saab 2012
Evidence¶
Saab 2012¶
Saab, N., van Joolingen, W., & van Hout-Wolters, B. (2012). Support of the collaborative inquiry learning process: influence of support on task and team regulation. Metacognition and Learning, 7, 7-23. https://doi.org/10.1007/s11409-011-9068-6
q3 · i? · causal · r2
ANOVA on team scores (percentage correct assignments) across the three conditions; means were 55%, 58%, and 59% for Control, RIDE, and CHT. No statistically significant difference; equivalence was not tested.
"An ANOV A was performed to detect differences in scores within the learning environment (SWLEP) between conditions. No significant differences between conditions were found."
Discussion¶
Related Claims¶
- Adding integrated need support did not further improve scores on the research skills test beyond the baseline 4C/ID environment — related
- Practice retrieval performance did not differ significantly between the three retrieval strategy conditions — related
- Provided support does not influence task regulation between conditions — related
- RIDE communication instruction and RIDE plus CHT both increase team regulation relative to no support — related
- Team regulation correlates positively with learning results only in the CHT condition — related
- Instruction combining communication rules (RIDE) and a hypothesis tool (CHT) increases team regulation in computer-supported collaborative inquiry, and team regulation relates to learning outcomes only in that combined condition — related
- RIDE instruction shows no direct effect on discovery learning results (SWLE or domain knowledge posttest) — related
- In Study 1, the three conditions did not differ significantly on the immediate post-test of conceptual knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-condition-differences-learning-scores-swlep |
title |
Support conditions did not differ from control in learning scores within the environment |
description |
Support conditions did not differ from control in learning scores within the environment |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — saab-2012 |
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