No significant difference between groups on the thermodynamics achievement post-test or cognitive load scale after CLT-based versus lecturer-designed instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 The groups did not differ significantly on the TAT post-test (ηp2 = .09, p = .07) or on the CLS (ηp2 = .09, p = .09). → Kala 2023

Evidence¶

Kala 2023¶

Kala, N., & Ayas, A. (2023). Effect of instructional design based on cognitive load theory on students' performances and the indicators of element interactivity. Journal of Turkish Science Education, 20(3), 468-489. https://doi.org/10.36681/tused.2023.027

q3 · i2 · causal · r2

Univariate follow-ups in the same MANOVA on the 23-item TAT post-test and the 9-point CLS: the article reports "no significant difference between the TAT post-test" and CLS scores, both with η p2 = .09 and p > .05. Equivalence was not otherwise tested.

"though there was no significant difference between the TAT post-test [F(1-33)= 3.42, η p2 = .09, p= .07, p> .05] and CLS scores of groups [F(1 -33)= 3.14, η p2 = .09, p= .09, p> .05]"

Discussion¶

Related Claims¶

• Active Learning Improves Exam Performance — the general claim this finding bears on, with the studies behind it

• Cognitive Overload Degrades Learning — the general claim this finding bears on, with the studies behind it

• In one study of 37 thermodynamics freshmen, a CLT-based instructional design yields higher retention and transfer scores than lecturer-designed instruction, controlling for prior knowledge and memory span — related
• The CLT-based design produced higher effective learning scores at retention and transfer, while achievement effective learning scores were nearly equal between groups — related
• In one thermodynamics study, retention and transfer scores tended to be lower on topics of higher element interactivity, a descriptive pattern with several sessions that did not fit it — related
• High school students taught with self-study followed by discussion achieved higher immediate retention and near-transfer scores than those taught with lecture followed by discussion — related
• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — related