No significant main effect of learning approach on behavioral, emotional, or cognitive engagement¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2025 · 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 learning approach (flipped vs. non-flipped) showed no significant main effect on any engagement dimension, though descriptive means approached significance for cognitive and emotional engagement. → Yorganci 2025
Evidence¶
Yorganci 2025¶
Yorganci, S. (2025). The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10459-0
q2 · i? · causal · r2
MANCOVA found no significant main effect of learning approach on any engagement dimension. Descriptive means for flipped learning were higher on cognitive (M = 3.73) and emotional (M = 3.55) engagement, with differences "approaching significance" (p = .06).
"The analysis did not reveal a significant main effect of learning approach. The online learning approach did not show a significant difference between groups in behavioral, emotional and cognitive engagement dimensions."
Discussion¶
Related Claims¶
- Combining synchronous online discussion with online flipped learning yields an interaction effect on behavioral and cognitive engagement — related
- Teaching implementation (flipped vs. lecture-based) shows no significant main effect on post-event emotional valence — related
- In one reviewed study, flipped classrooms using AI tools raised cognitive and emotional engagement but behavioral engagement showed no significant difference from traditional methods — related
- Online flipped learning improves self-regulation more than online learning in a basic math course — related
- Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related
- Synchronous online discussions improve self-regulation more than asynchronous online discussions — related
- No significant interaction effect of learning approach and discussion type on self-regulation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-main-effect-learning-approach-engagement |
title |
No significant main effect of learning approach on behavioral, emotional, or cognitive engagement |
description |
No significant main effect of learning approach on behavioral, emotional, or cognitive engagement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yorganci-2025 |
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