Prompt requirements for each scenario-protocol change differently over the series of problems¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The mean number of prompts given per scenario-protocol changed differently over the five series of problems (interaction partial η² = .83). → Bosma et al. 2017

Evidence¶

Bosma et al. 2017¶

Tirza Bosma, Claire E. Stevenson, Wilma C. M. Resing. (2017). Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties. Journal of Education and Training Studies, Vol. 5, No. 6. https://doi.org/10.11114/jets.v5i6.2326

q3 · i3 · causal · r2

Repeated measures analysis with Series (1-5) and Scenario-protocol (A-F) as within-subjects variables in the trained group; the scenario × series interaction was significant with printed effect size partial η² = .83, and the change patterns are shown in Figure 2.

"A significant interaction effect between scenario-protocols and series was found: F (20, 40) = 10.01, p < .001, partial η² = .83."

Discussion¶

Related Claims¶

• Cluster analysis of prompts per scenario-protocol distinguishes four profiles of instructional need: General, Measuring, Accuracy and Organizing — related
• The number of prompts children need decreases across the series of training problems — related
• Prompt requirements differ between scenario-protocols, with the height-planning protocol (C) requiring the most prompts — related