Metacognitive scaffolding had no significant effect on individual domain knowledge (recall, knowledge tests, or transfer), with effect sizes close to zero¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2010 · 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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 Scaffolding did not significantly affect free recall, knowledge test scores, or transfer of domain knowledge; all effect sizes were very low (r = 0.01 to 0.08). → Molenaar 2010
Evidence¶
Molenaar 2010¶
Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. J. C. (2010). Metacognitive scaffolding in an innovative learning arrangement. Instructional Science. https://doi.org/10.1007/s11251-010-9154-1
q3 · i0 · causal · r2
Planned comparisons of the control group against both scaffolding conditions on three individual domain knowledge measures. All printed effect sizes were very low (r = 0.01 to 0.08), leading the authors to conclude metacognitive scaffolds had "little to no effect on the domain knowledge construction".
"we did not find a significant effect of scaffolding on free recall (t (144) = 0.42; p[ 0.05; r = 0.03), the knowledge test on New Zealand (t (89) =- 0.17; p[ 0.05; r = 0.01) the knowledge test on Iceland 9(t (61) = 0.79; p[ 0.05; r = 0.08), nor the transfer of knowledge(t (147) =- 0.37; p[ 0.05; r = 0.03)."
Discussion¶
Related Claims¶
- Problematizing scaffolds produced a small significant positive effect on transfer of individual domain knowledge compared to structuring scaffolds — reports the opposite
- Only problematizing scaffolds, not structuring scaffolds, significantly raise domain knowledge — reports the opposite
- Problematizing scaffolds produced a small significant positive effect on individual metacognitive knowledge compared to structuring scaffolds — related
- Metacognitive scaffolding produced a small significant positive effect on the individual metacognitive knowledge students acquired — related
- Metacognitive activities mediate the effects of metacognitive scaffolds on both domain and metacognitive knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
scaffolding-no-domain-knowledge-effect |
title |
Metacognitive scaffolding had no significant effect on individual domain knowledge (recall, knowledge tests, or transfer), with effect sizes close to zero |
description |
Metacognitive scaffolding had no significant effect on individual domain knowledge (recall, knowledge tests, or transfer), with effect sizes close to zero |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — molenaar-2010 |
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