Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none¶

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

Subclaims¶

q2 i? Responses to the change question differed significantly between co-designers, the rest of the class, and the control group. → 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

Chi-square analysis of student CQ responses in three groups (N = 239). Of the co-designers 86.8% noticed improvement versus 64.1% of the rest of the class and 8.8% of the control group. Only the test statistic is printed; no effect size, so impact is null.

"The results of the analyses of the student responses to the CQ revealed significant differences between the responses of the co-designing students, the rest of the class, and the control group, v2(8, N = 239) = 107.29, p\ 0.01. Of the co-designers 86.8% noticed improvement in educational practice, 13.2% noticed no changes, and nobody noticed worsening."

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
• Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class — related
• Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones — related