Intervention effects on error attitudes do not differ across the three student attitude types¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · 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.
q2 i? The MANCOVA showed a significant overall intervention effect but no effect of student type and no interaction between intervention group and student type. → Rach 2013
Evidence¶
Rach 2013¶
Rach, S., Ufer, S., & Heinze, A. (2013). Learning from errors: effects of teachers’ training on students’ attitudes towards and their individual use of errors. PNA, 8(1), 21-30. http://hdl.handle.net/10481/27879
q2 · i? · causal · r2
MANCOVA with the four post-questionnaire scales as dependent variables, pre-scales as covariates, and intervention group and student type as factors. The article reports a statistically significant intervention effect; the printed effect-size notation is garbled, so no magnitude is reported. No student-type effect and no interaction.
"shows a significant effect of the intervention group ( ,059.5)1112.8( F ,001.p 035.2 K ) but no effect of student type ( ,674.0)1112.8( F 05.!p ) and no interaction effect between the two ( ,220.1)2232.16( F 05.!p )."
Discussion¶
Related Claims¶
- Multivariate analysis confirmed a significant overall group effect, and all outcome variables correlated positively in both groups — related
- Students' attitudes towards error-handling cluster into three characteristic learner types — related
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