Pre-test/post-test learning gains showed no significant difference compared to a control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Learning gain measured with a pre-test/post-test mechanism did not show any significant difference compared to that of a control group. → Cuendet 2015

Evidence¶

Cuendet 2015¶

Cuendet, S., Dehler Zufferey, J., Ortoleva, G., & Dillenbourg, P. (2015). An integrated way of using a tangible user interface in a classroom. International Journal of Computer-Supported Collaborative Learning, 10(2), 183–208. https://doi.org/10.1007/s11412-015-9213-3

q2 · i? · causal · r1

Control-group comparison in the classroom study of the new activity. The article reports the pre-test/post-test learning gain "did not show any significant difference compared to that of a control group"; no effect size is printed, and equivalence was not tested.

"the learning gain measured with a pre-test/post-test mechanism did not show any significant difference compared to that of a control group."

Discussion¶

Related Claims¶

• Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction — a narrower finding that bears on this claim
• Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition — related
• Students' performance improved from day 1 to day 2 of the TapaCarp activity — related
• The tangible nature of TapaCarp helped integrate it in the classroom environment — related