Implementing the structural-functional model with a teacher training program produced relevant experimental-group outcomes while control-group outcomes remained unchanged¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? At the control stage the experimental group's outcomes were judged relevant while the control group's outcomes remained unchanged. → Shakuto et al. 2016
Evidence¶
Shakuto et al. 2016¶
Elena A. Shakuto, Evgenij M. Dorozhkin and Anastasia A. Kozlova. (2016). Management of Teacher Scientific-Methodical Work in Vocational Educational Institutions on the Basis of Project-Target Approach. International Journal of Environmental & Science Education, 11(16), 8834-8845. https://creativecommons.org/licenses/by/4.0/
q2 · i? · causal · r1
Experimental work at the evaluation-resultative stage compared an experimental group exposed to the model and training program with a control group, using the same methods as at the ascertaining stage; the article reports "The experimental group outcomes appeared to be relevant, while the control group outcomes remained unchanged" without printing effect sizes or test statistics.
"The experimental group outcomes appeared to be relevant, while the control group outcomes remained unchanged."
Discussion¶
Related Claims¶
- The process-based intervention significantly improved students' perceptions toward the writing process, while control-group perceptions stayed unchanged — related
- The autonomy-supportive intervention program increased students' classroom engagement and decreased their disengagement over the semester — related
- In the experimental group the share of teachers with adequate self-esteem rose to 58% and low self-esteem fell to 13% during the training program, while the control group stayed the same — related
- The experimental group showed increased motivation and improved communication skills after citation-based lessons, while the control group remained virtually unchanged — a narrower finding that bears on this claim
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