Students notice the absence of practice and examples: attitude items about those events are rated lower when the events are missing¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.
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? Groups without practice rated the practice items significantly lower than groups with practice. → Martin 2003
q3 i? Groups without examples gave the lowest ratings on the examples and graphics items. → Martin 2003
Evidence¶
Martin 2003¶
Martin, F., Klein, J., & Sullivan, H. (2003). Effects of Instructional Events in Computer-Based Instruction. https://eric.ed.gov/?id=ED484984
q3 · i? · causal · r2
Scheffe follow-ups on attitude Items 7 and 8 (practice helpfulness and opportunity) showed the two no-practice treatments significantly lower than the four practice-including treatments; on Items 3 and 4 the two no-examples treatments had the lowest ratings.
"participants in each of the two treatments that did not include practice had significantly lower attitudes than those in each of the four treatments that included practice."
Discussion¶
Related Claims¶
- Students may be unaware of the absence of objectives: the no-objectives group gave the highest ratings on objective-related attitude items — related
- In one experiment with 256 undergraduates, computer-based lesson versions that included practice produced significantly higher posttest scores than versions without practice — related
- Treatment version significantly affects student attitudes, with the lean program most negative and no-practice next — a broader claim this one bears on
- Individually removing objectives, examples, or review from a well-designed computer-based lesson did not significantly reduce achievement — related
- Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts — related
- Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-notice-missing-practice-and-examples |
title |
Students notice the absence of practice and examples: attitude items about those events are rated lower when the events are missing |
description |
Students notice the absence of practice and examples: attitude items about those events are rated lower when the events are missing |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2003 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — martin-2003 |
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