Being offered Supplemental Instruction shows no significant effect on sense of belonging, measured with a low-reliability scale¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Treatment and control students did not differ significantly on post-test sense of belonging (F = 0.54, p = 0.59), nor after covariate adjustment (F = 0.51, p = 0.73). → Dekker 2022

Evidence¶

Dekker 2022¶

Dekker, I., Luberti, M., & Stam, J. (2022). Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment. https://orcid.org/0000-0002-6858-4001

q4 · i? · causal · r3

Post-test ANOVA on the Meeuwisse et al. (2010) six-item belonging scale in the randomized field experiment found no significant difference; the authors note the scale's reliability was low (Cronbach's alpha 0.68 at T0, 0.65 at T1).

"Students in the treatment and control group did not differ significantly in terms of mental well-being (F = 0.62, df = 1, 319, p = 0.43), or sense of belonging (F = 0.54, df = 1, 319, p = 0.59) on the post-test."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Being offered Supplemental Instruction shows no significant effect on first-year students' mental well-being — related
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — related
• Offering Supplemental Instruction raises first-year students' course grades (d = 0.26) in a randomized field experiment — related
• SI-PASS participation showed no significant effect on socio-affective dimensions including well-being and academic adjustment — a broader claim this one bears on