Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2015 · checked against its sources 2026-10-20 (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.
q3 i3 Contingency increased from premeasurement to postmeasurement significantly more in the scaffolding condition than in the nonscaffolding condition, with a large effect size. → van de Pol 2015
Evidence¶
van de Pol 2015¶
van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science. https://doi.org/10.1007/s11251-015-9351-z
q3 · i3 · causal · r2
Repeated-measures ANOVA manipulation check showed a significant condition by measurement occasion interaction on teachers' contingency, F(1,28) = 17.72, p = .00, with a large printed effect size (gp2 = .39). Contingency rose from about 50% to about 80% in the scaffolding condition.
"The results of the repeated-measures ANOVA showed that there was a significant interaction effect of condition and measurement occasion on teachers’ contingency (F(1,28) = 17.72, p = .00) (Fig. 1). The effect size can be considered large; gp2 was .39"
Discussion¶
Learner Variables¶
- Social Supports — outcome: instruction changes it
Related Claims¶
- On the knowledge assignment, neither the occasion-by-contingency interaction nor the three-way interaction with independent working time was significant — related
- The scaffolding intervention unintentionally increased small groups' independent working time, roughly doubling it from premeasurement to postmeasurement — related
- Groups' final solution scores were significantly higher on the scaffolded task than the non-scaffolded task — related
- Low contingent support increased task effort when independent working time was short; with long independent working time task effort decreased under both contingencies but less so with high contingency — related
- Program teachers showed more complete cycles of contingent teaching at postmeasurement than the other teachers — related
- Group-level scaffolding training increases teacher process support and student participation — related
- Teachers who worked with the model of contingent teaching increased their teaching quality more than teachers who did not participate, especially on the contingent-teaching steps — possibly the same claim (merge candidate)
- Contingent scaffolding improves learning more than fixed or absent support. — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
scaffolding-intervention-increases-teacher-contingency |
title |
Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers |
description |
Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — van-de-pol-2015 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.