Students improved significantly from pre- to post-test in both topics, with a medium effect in experimental design and a small effect in graphing¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q3 i2 Experimental design application scores increased significantly from pre- to post-test (Cohen's d = 0.455). → Eman Ganaiem 2025 q3 i1 Graphing application scores increased significantly from pre- to post-test (Cohen's d = 0.217). → Eman Ganaiem 2025 (2)

Evidence¶

Eman Ganaiem 2025¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i2 · causal · r2

Paired t test comparing isomorphic pre- and post-test items across all conditions (n = 113) showed significant gains in experimental design application scores, d = 0.455, supporting the materials' effectiveness.

"Experimental design mean scores increased from 0.181 ± 0.256 to 0.309 ± 0.289, t (112) = 4.837, p < 0.001, Cohen's d = 0.455, which corresponds to a medium effect size."

Eman Ganaiem 2025 (2)¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i1 · causal · r2

Paired t test on graphing application scores (n = 120) showed a significant but small pre-to-post gain, d = 0.217, across all three sequence conditions.

"Graphing application scores increased from 0.273 ± 0.2 to 0.3208 ± 0.2, t (119) = 2.375, p < 0.001, Cohen's d = 0.217, which corresponds to a small effect size."

Discussion¶

Related Claims¶

• Prior knowledge strongly predicts post-test application and transfer scores in both topics — related
• Order of worked examples and problem solving had no significant effect on application and transfer scores in experimental design or graphing — related
• All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes — a broader claim this one bears on
• AI-generated revision podcasts produce statistically significant immediate learning gains in medical students at both study centres — related
• AI-enabled personalized STEM education yields a statistically significant overall effect of g = 0.455, which its authors class as small, compared with traditional non-AI instruction in K-12 schools — related