Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Co-designer perceptions increased more than controls in classes 3 and 4, but decreased more than controls in classes 5 and 6. → Karin D. Könings 2010

Evidence¶

Karin D. Könings 2010¶

Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3

q2 · i? · causal · r2

Discussion of per-class ANOVA results: co-designer perception gains exceeded controls in classes 3 and 4; the rest of the class showed positive effects only in class 4. No effect size printed for this summary; impact null.

"The findings provide some evidence of improvement in the perceptions of the co-designers: Their perceptions increased more than those of the controls (classes 3 and 4)."

Karin D. Könings 2010 (2)¶

Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3

q2 · i? · causal · r2

The same per-class analyses showed co-designer perceptions declining more than controls in classes 5 and 6, which the authors link to extremely low evaluation scores on the improvement (class 5) and the nature of the improvement (class 6).

"Unexpectedly, in some cases, the perceptions of the co-designers decreased more than those of the control group (classes 5 and 6)."

Discussion¶

Related Claims¶

• Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class
• Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class
• Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones
• Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none
• Unexpectedly, students in classrooms characterized by high Instructional Support rated their teachers less positively over time — related