In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2022 · 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.
q2 i? Prior achievement level showed no significant effect on self-efficacy, F(2,64)=1.59, p=.213, partial η2=.047. → Ramadoni 2022
Evidence¶
Ramadoni 2022¶
Ramadoni, Mustofa (2022). Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses. Pegem Journal of Education and Instruction, Vol. 12, No. 3, 154-168. https://doi.org/10.47750/pegegog.12.03.17
q2 · i? · non-significant; partial η² only, no d · causal · r2
Two-way ANOVA on self-efficacy (PTFC n=36, CFC n=34): prior achievement level "was no significant difference with F(2,64) =1.59, p=.213>.05, partial η2=.047"; descriptive means high 84.75, medium 81.54, low 82.50. The method main effect was significant (p=.018).
"Whereas the data show that the mean of prior achievement level was no significant difference with F(2,64) =1.59, p=.213>.05, partial η2=.047."
Discussion¶
Learner Variables¶
- Prior Knowledge — moderator: an instructional effect differs with it
Related Claims¶
- Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — the general claim this finding bears on, with the studies behind it
- Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction — related
- In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy — related
- Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest — related
- PTFC and CFC differ on general and future self-efficacy dimensions but not on grade-anxiety, in-class, or assignment dimensions — related
- Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest — related
- Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods — related
- Student attributes showed no main effects on outcomes except interest in science in graphing, and did not interact with sequence — related
- Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CFC across achievement levels, with no interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prior-achievement-null-self-efficacy |
title |
In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method |
description |
In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ramadoni-2022 |
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