Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across classes, positive effects concentrated on the IPSEE scales targeted by each class's improvements. → 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 · r1

A cross-class chi-square on the direction of ANOVA effects found 16 of 25 significant effects positive on relevant scales versus six of 20 on irrelevant scales, v2(1) = 5.20. Only frequencies and a test statistic are printed; impact is null.

"there were significantly more positive effects of the participatory redesign on the relevant scales than on the irrelevant scales, v2(1) = 5.20, p\ 0.05: Of the 25 significant effects on the relevant scales, 16 were positive (i.e., in the expected direction), while of the 20 effects on the irrelevant scales only six were positive."

Discussion¶

Related Claims¶

• Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others
• Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers
• Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class — related
• Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none — related