Claims

Under-prepared students in a paired reading-plus-content course model made statistically significant pre-to-post gains on six of seven ELLI lifelong learning dimensions, with Learning Relationships the exception

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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? Students receiving explicit lifelong learning instruction in the paired course model made statistically significant gains in all ELLI areas except Learning Relationships. → Shaffer 2015

Evidence

Shaffer 2015

Shaffer, S. C., Eshbach, B. E., & Santiago-Blay, J. A. (2015). A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming. InSight: A Journal of Scholarly Teaching, 10. https://www.youtube.com/watch?v=gK5I_68g0X8

q2 · i? · causal · r1

Paired-samples t-tests on pre/post ELLI scores for the 15-student treatment group (Table 3) showed significant gains, e.g., Strategic Awareness p <.001, Creativity p <.001, Critical Curiosity p = 0.005; Learning Relationships p = 0.108 was not significant. No effect sizes were printed.

"students in the study group who participated in the paired course model and who received explicit instruction in lifelong learning made stat istically significant gains in all areas of lifelong learning except Learning Relationships"

Discussion

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