Perceived teacher support differed substantially across the six Scrum-implementing teachers, providing the fidelity check that split the experimental group into top-teachers and growth-teachers.¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2021 · not yet checked against its sources · 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.
q3 i3 The six experimental teachers significantly differed in students' perceived support by teacher (η2 = 0.382), with two teachers scoring considerably higher (M = 4.49) and four lower (M = 3.70). → Vogelzang 2021
Evidence¶
Vogelzang 2021¶
Vogelzang, J., Admiraal, W. F., van Driel, J. H. (2021). Scrum methodology in context-based secondary chemistry classes: effects on students' achievement and on students' perceptions of affective and metacognitive dimensions of their learning. Instructional Science. https://doi.org/10.1007/s11251-021-09554-5
q3 · i3 · causal · r2
Analysis of variance on the three-item support-by-teacher scale (Cronbach's α = 0.79) used as a fidelity check among the six experimental teachers. Scheffé post-hoc analyses with p < 0.05 showed two teachers averaging 4.49 (SD = 0.58) versus 3.70 (SD = 0.89) for the four lower-scoring teachers.
"Analyses of variance with the six teachers who taught the experimental group as factor showed that the teachers significantly differed in perceived support (F(5, 189) = 22.731; p < 0.001; η2 = 0.382)."
Discussion¶
Related Claims¶
- Within-group analyses show significant increases on several affective and metacognitive dimensions in Scrum classes, while the comparison group showed no significant increases or decreases. — related
- Fidelity of implementation of early language curricula varies widely across teachers and studies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
perceived-teacher-support-fidelity-check-split-experimental-group |
title |
Perceived teacher support differed substantially across the six Scrum-implementing teachers, providing the fidelity check that split the experimental group into top-teachers and growth-teachers. |
description |
Perceived teacher support differed substantially across the six Scrum-implementing teachers, providing the fidelity check that split the experimental group into top-teachers and growth-teachers. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — vogelzang-2021 |
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