Teaching practices increase in both intervention conditions as a manipulation check¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both Intervention+ and Intervention had significantly higher increases in teaching practice scores compared to Control. → Hughes 2026

Evidence¶

Hughes 2026¶

Hughes, A., Gerson, S. A., & van Schaik, J. E. (2026). Teacher-led robot intervention in early primary school classrooms improves pupil and teacher outcomes. Computers & Education, 242: 105510. https://doi.org/10.1016/j.compedu.2025.105510

q3 · i? · causal · r1

Analysis of teaching practices subscale scores served as a manipulation check of curriculum implementation; printed interactions were Intervention+ vs Control β = 4.51, p = 0.01 and Intervention vs Control β = 3.10, p = 0.03. The article reports "a significant interaction effect of condition and time on teachers’ practice scores".

"There was a significant interaction effect of condition and time on teachers’ practice scores. Both Intervention+ and Intervention had significantly higher increases in practice scores compared to Control. Scores in Intervention + did not differ significantly from the Intervention."

Discussion¶

Related Claims¶

• Teacher-led robot curriculum with teacher education improves pupils' debugging scores relative to control — related
• Teacher-led robot curriculum with teacher education improves pupils' prediction scores relative to control — related
• The autonomy-supportive intervention program successfully changed teachers' instructional behavior, confirmed by both rater-scored and student-perceived manipulation checks — related
• Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers — related