Claims

The intervention did not enhance students' sourcing in specifying the information need

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The intervention did not enhance students' use of source features and evaluative statements when specifying the information need; the group effect was non-significant (d = 0.16, CI crossing zero). → Hämäläinen 2023

Evidence

Hämäläinen 2023

Hämäläinen, E. K., Kiili, C., Räikkönen, E., Lakkala, M., Ilomäki, L., Toom, A., & Marttunen, M. (2023). Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most. Instructional Science, 51, 135–163. https://doi.org/10.1007/s11251-022-09597-2

q3 · i? · causal · r2

Linear regression of post-test Sourcing in specifying information need in the quasi-experimental pre-post design; Table 4 reports a non-significant group effect, d = 0.16 [-0.05; 0.38]. The article states specifying the information need "was taught only implicitly" for practical reasons.

"However, the intervention did not enhance students’ use of source features and evaluative statements in specifying the information need."

Discussion

Page metadata
Field Value
type claim
id sourcing-intervention-no-effect-specifying-information-need
title The intervention did not enhance students' sourcing in specifying the information need
description The intervention did not enhance students' sourcing in specifying the information need
status review
evidence_strength moderate
newest_evidence 2023
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — hämäläinen-2023

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