Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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 i2 The treatment group reported significantly higher situational interest at post-test than the comparison group, with a medium effect size (d = 0.61). → Baier 2021
Evidence¶
Baier 2021¶
Baier, F., Maurer, C., Dignath, C., & Kunter, M. (2021). Fostering pre-service teachers' theoretical knowledge application: studying with and without text-based cases. Instructional Science. https://doi.org/10.1007/s11251-021-09560-7
q3 · i2 · causal · r2
Independent samples t-test at post-test in the quasi-experimental study (n = 101) comparing the case group with the theoretical-models group on a situational interest scale (Omega = 0.88). The printed effect size was d = 0.61, described as a medium effect size.
"the results of an independent samples t-test revealed that the treatment group reported significantly higher situational interest [t(99) = 3.10, p = 0.00, d = 0.61] than the comparison group with a medium effect size (H2)."
Discussion¶
Learner Variables¶
- Interest — outcome: instruction changes it
- Motivation — outcome: instruction changes it
Related Claims¶
- Studying theoretical content with text-based cases yields a small advantage in productive scientific knowledge application over studying the same content with theoretical models — related
- The case-based intervention was perceived as connecting theory to practice more strongly than the model-based comparison intervention — related
- Using the AI chatbot ADA significantly enhances ninth-graders' situational interest in mathematics compared with conventional differentiation materials — related
- Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models — related
- Both case-based and model-based interventions increase pre-service teachers' self-reported use of theory-based knowledge when analysing classroom situations — related
- Neither intervention changes pre-service teachers' self-reported reliance on experience-based knowledge when analysing classroom situations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
text-based-cases-higher-situational-interest |
title |
Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models |
description |
Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baier-2021 |
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