Within-group analyses show significant increases on several affective and metacognitive dimensions in Scrum classes, while the comparison group showed no significant increases or decreases.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Top-teacher students showed significant increases in self-regulation and collaboration; growth-teacher students in self-efficacy and classroom climate; and the combined experimental group in classroom climate and collaboration. → Vogelzang 2021

Evidence¶

Vogelzang 2021¶

Vogelzang, J., Admiraal, W. F., van Driel, J. H. (2021). Scrum methodology in context-based secondary chemistry classes: effects on students' achievement and on students' perceptions of affective and metacognitive dimensions of their learning. Instructional Science. https://doi.org/10.1007/s11251-021-09554-5

q3 · i? · causal · r2

Paired t-tests within each experimental group on QAM scales: significant increases for top-teachers (self-regulation, collaboration), for growth-teachers (self-efficacy, classroom climate), and for the combined group (classroom climate, collaboration). The article states in the comparison group "we did not find significant increases or decreases"; no effect sizes are printed, so impact is null.

"In addition, for students taught by top-teachers we found significant increases for self-regulation (t(99) = − 2.509, p = 0.014) and collaboration (t(99) = − 5.085, p = 0.017)."

Discussion¶

Related Claims¶

• Perceived teacher support differed substantially across the six Scrum-implementing teachers, providing the fidelity check that split the experimental group into top-teachers and growth-teachers. — related