Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a one-stage IPD synthesis of three classroom experiments (N = 1074), non-interactive teaching resulted in higher immediate scientific knowledge than restudy. → Lachner 2025

Evidence¶

Lachner 2025¶

Lachner, A., Russ, H., Hübner, N., Sibley, L., & Scheiter, K. (2025). When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10060-0

q3 · i? · quant-synthesis · r1

One-stage individual participant data meta-analysis synthesizing three analogous classroom experiments in secondary physics education (N = 1074), where students were randomly assigned after a teaching unit to restudy or to explain content to a fictitious peer via a mock-up messenger. The synthesis found "higher immediate scientific knowledge ... compared to restudy".

"Results showed that non-interactive teaching resulted in higher immediate scientific knowledge and stronger under-confidence compared to restudy but did not enhance long-term retention."

Discussion¶

Related Claims¶

• Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy — related
• Non-interactive teaching does not enhance long-term retention relative to restudy at eight weeks — related
• Physics interest moderates long-term retention: low- and medium-interest students benefit from non-interactive teaching at eight weeks, high-interest students do not — related
• Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded — reports the opposite
• Quizzing outperforms no/filler activity, fewer-question testing and restudying, with a larger advantage over no/filler activity (low reexposure) than over restudying (high reexposure); against other elaborative strategies its advantage is small and not significant. — a broader claim this one bears on
• Non-interactive teaching produces stronger under-confidence (metacognitive bias) than restudy immediately after learning — related
• Meta-analyses report a small but significant advantage of non-interactive teaching over control, with large between-study variability