Neither scaffold significantly improves pre-service teachers' EIR application skills¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither the feedback provision scaffold nor the feedback integration scaffold had a significant effect on EIR application skills, and the interaction was also non-significant. → Julia Hornstein 2025

Evidence¶

Julia Hornstein 2025¶

Julia Hornstein, Martin Greisel, Ingo Kollar. (2025). Promoting Pre-Service Teachers' Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold. Instructional Science. https://doi.org/10.1007/s11251-025-09745-4

q3 · i? · causal · r3

Linear mixed model predicting EIR application skills (coded analysis of a second case vignette) in the 2×2 experiment; both main effects and the interaction were non-significant (p = .826, p = .352, p = .832). Descriptively the both-scaffolds condition scored highest (M = 1.31).

"The effects of the feedback provision scaffold and the feedback integration scaffold were both statistically insignificant. Furthermore, the interaction effect was negative, but statistically not significant either. Thus, H3a and H3b were not confirmed."

Discussion¶

Related Claims¶

• A feedback provision scaffold of prompts plus a sample solution significantly improves the quality of feedback messages pre-service teachers provide on peers' case analyses — related
• Feedback quality provided correlates positively with both EIR recognition and EIR application skills — related
• During feedback provision, content-specific support improves feedback provision quality (g = 0.75) but not knowledge, while generic support improves both provision quality (g = 0.70) and subject-matter-related knowledge (g = 0.55) — related
• Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge — related
• Feedback provision support improves quality of feedback provision (g = 0.72) and quality of feedback reception (g = 0.69) but not subject-matter-related knowledge — related