Students perceived the intended expansive versus bounded framing manipulation (d = 1.4)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2011 · 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 i3 On the post-tutoring survey, expansive-condition students scored a mean of 39.4 versus 32.4 in the bounded condition on the expansive framing score (d = 1.4; F(1,19) = 10.6, p = .004). → Randi A. Engle 2011
Evidence¶
Randi A. Engle 2011¶
Randi A. Engle, Phi D. Nguyen, Adam Mendelson. (2011). The influence of framing on transfer: initial evidence from a tutoring experiment. Instr Sci 39:603–628. https://doi.org/10.1007/s11251-010-9145-2
q3 · i3 · causal · r2
Manipulation check using a nine-question Likert-style post-tutoring survey aggregated into an expansive framing score, analyzed with 2x2 ANOVA in the tutoring experiment. "There was a large main effect (d = 1.4) of condition".
"There was a large main effect (d = 1.4) of condition, with students in the expansive condition scoring a mean of 39.4 (SD = 3.1) and those in the bounded condition scoring a mean of 32.4 ( SD = 6.4; F(1,19) = 10.6; p = .004)"
Discussion¶
Related Claims¶
- The instructional manipulation check confirmed that TBI and SBI videos were perceived as intended
- Expansive framing increased transfer-of-knowing of the differential pressure principle (d = .95) — related
- Expansive framing increased high school biology students' transfer-of-knowing of facts between body systems (d = .89) — related
- Expansive framing increased transfer-after-exposure of facts (d = .94) — related
- General biology students in the expansive condition transferred more of what they learned about the differential pressure principle (d = 1.2) — related
- A non-significant trend favored expansive framing on transfer-of-learning of facts (36% vs. 13%, p = .09) — related
- Expansive framing increased spontaneous transfer of the diagram-drawing learning strategy (7 of 12 vs. 1 of 12 students) — related
- No evidence that framing affected transfer of the surface area principle — related
- No condition differences in prior knowledge, time-on-task, interest, or amount learned, supporting the framing manipulation's isolation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-perceived-framing-manipulation |
title |
Students perceived the intended expansive versus bounded framing manipulation (d = 1.4) |
description |
Students perceived the intended expansive versus bounded framing manipulation (d = 1.4) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — randi-a-engle-2011 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.