Evaluation accuracy differed by problem type, with a significant time-by-problem-type interaction: confounded designs remained hardest after instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An ANOVA on evaluation scores showed a main effect of problem type and a significant interaction between time of assessment and problem type. → Eva Erdosne Toth 2000

Evidence¶

Eva Erdosne Toth 2000¶

Eva Erdosne Toth, David Klahr, and Zhe Chen. (2000). Bridging Research and Practice: A Cognitively Based Classroom Intervention for Teaching Experimentation Skills to Elementary School Children. Cognition and Instruction, 18(4), 423–459. https://doi.org/10.1207/s1532690xci1804_1

q3 · i? · causal · r1

Repeated-measures ANOVA on the experiment evaluation test (pre and post mean scores on four problem types, N = 71+): main effect of problem type F(3, 210) = 15.2 and time × problem type interaction F(3, 210) = 10.3, both p < .0001; the time main effect was F(1, 70) = 76.5, p < .0001.

"there was also a main effect of problem type, F(3, 210) = 15.2, p < .0001, as well as a significant interaction between time of assessment and problem type, F(3, 210) = 10.3, p < .0001."

Discussion¶

Related Claims¶

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• Quiz accuracy declines from immediate to 1-week delayed testing regardless of text medium — related