Correct solutions on the transfer case increased from control to tutored training, but instructed training dyads solved the case least often and the overall difference was not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Differences in solution correctness between conditions were not statistically significant, though correctness increased from Control to Tutored Training with the exception of the Instructed Training condition. → Deiglmayr 2011

Evidence¶

Deiglmayr 2011¶

Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21(3), 441-451. https://doi.org/10.1016/j.learninstruc.2010.06.004

q3 · i? · causal · r1

Outcome measure from the testing phase of the 36-dyad experiment: two thirds of dyads solved the murder-mystery correctly, but condition differences were "not statistically significant" (Fisher's exact test, p = .12). Descriptively, "the rate of correct solutions increased from the Control condition to the Tutored Training condition, with the notable exception of the Instructed Training condition".

"Differences in the distribution of wrong vs. correct solutions between conditions were not statistically significant given the relatively small numbers of observations (Fisher’s exact test, p = .12)"

Discussion¶

Related Claims¶

• Reflected case-based training combined with explicit strategy instruction and adaptive tutoring yields the best transfer performance, whereas strategy instruction without tutoring adds no benefit over case-based training alone — related