Scaffolding produces strong pre–post gains across all assessment levels (concept ḡ = 0.87 to application ḡ = 0.74), with only minor differences among levels¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Scaffolding led to strong pre–post gains across assessment levels, lowest at application (ḡ = 0.74) and highest at concept (ḡ = 0.87), with minor differences among levels. → Belland Brian R. 2017

Evidence¶

Belland Brian R. 2017¶

Belland Brian R., Walker Andrew E., Kim Nam Ju. (2017). A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research. https://doi.org/10.3102/0034654317723009

q3 · i? · quant-synthesis · r?

Assessment level moderator analysis (Figure 7 and Table 5): credible intervals were relatively tight given the large number of trials, except for application versus control; the article states the magnitude of difference among assessment levels is minor and there is little evidence scaffolding is more effective at any particular level.

"Scaffolding led to strong pre–post gains across assessment levels, with the lowest effect size estimate at the application level (ḡ = 0.74), and the highest at the concept level (ḡ = 0.87; see Figure 7)."

Discussion¶

Related Claims¶

• Computer-based scaffolding counteracts the purported weakness of problem-centered instructional models at the concept level, producing strong gains across concept-, principles-, and application-level assessment — possibly the same claim (merge candidate)
• Computer-based scaffolding produces consistently strong within-subject (pre–post) cognitive gains in STEM education across student populations, disciplines, and assessment levels — a broader claim this one bears on
• Scaffolding's influence was greater when measured at the principles assessment level than at the concept level — reports the opposite
• Computer-based scaffolding shows a consistently positive effect on cognitive outcomes in STEM education — a broader claim this one bears on
• Pre–post scaffolding gains are highest among college- and graduate-level learners (ḡ = 1.16 and ḡ = 1.2), with secondary education an exception — related
• Scaffolding yields strong pre–post gains with most problem-centered instructional models, with project-based learning highest (ḡ = 1.21), but exceptions for inquiry-based learning (ḡ = 0) and modeling/visualization (ḡ = 0.28) — related