School type significantly predicted change in environmental-protection attitudes, with academic-track students changing more than combined-school students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? School type was a significant univariate predictor only for USS attitude change; academic-track students had significantly higher change than the combined group (p = 0.016). → Mulders 2025

Evidence¶

Mulders 2025¶

Mulders, M., Träg, K. H., & Kirner, L. (2025). Go green: evaluating an XR application on biodiversity in German secondary school classrooms. Instructional Science. https://doi.org/10.1007/s11251-024-09697-1

q3 · i? · causal · r1

Univariate follow-up to the MANOVA on the 10-item Environmental Protection Scale (USS); the only significant school-type effect was on USS attitude change, with academic-track students increasing more than combined-school students. No effect size is printed for this contrast.

"Univariate comparisons revealed that school type was a significant predictor only for differences in attitude measured by the USS (F(2, 157) = 5.29; p = 0.006). Post-hoc Tukey-tests revealed that the academic track students specifically had a significantly higher change USS attitude (p = 0.016) than students in the combined group."

Discussion¶

Related Claims¶

• Knowledge-test scores differed strongly between German school types, with academic-track students scoring highest
• Neither the VR application nor the traditional lesson produced a significant positive change in pro-environmental attitudes — related
• Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model — related
• The VR application did not increase students' interest in biodiversity, and only the academic-track control group showed a significant interest increase — related