Student engagement increased across all performance levels over three DBR cycles, with low-performing students moving from 7–10 teacher prompts per lesson to 95–100% sustained attention by Cycle 3¶
Claim · All claims
Evidence · 1 study · designr3·q1
Currency · newest study 2026 · checked against its sources 2026-10-18 (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.
q1 i? Low-performing students' engagement improved from needing 7–10 teacher prompts per lesson before the intervention to 95–100% sustained attention by Cycle 3. → Lin 2026
q1 i? The majority group achieved stable 95–100% on-task behaviour by the second cycle, and top performers required no further teacher intervention beyond the second cycle. → Lin 2026
Evidence¶
Lin 2026¶
Lin, T., Mullick, J., & Campbell, M. (2026). Inclusive pedagogy in practice within the multi-tiered systems of support framework: a design-based research in a Chinese EFL classroom. Instructional Science. https://doi.org/10.1007/s11251-025-09754-3
q1 · i? · design · r3
Teacher-reported engagement observations across the three DBR cycles in one Chinese EFL class of 20 students. Low performers' prompts fell from "7–10 teacher prompts per lesson" to 95–100% sustained attention; no effect size is reported.
"prior to the intervention, low-performing students required 7–10 teacher prompts per lesson to remain focused. This number decreased to 3–5 after the first cycle, then to 1–2 in the second cycle, ultimately resulting in 95–100% sustained attention by Cycle 3."
Discussion¶
Learner Variables¶
- Attention — outcome: instruction changes it
Related Claims¶
- Redesigning the second research lesson cycle so students compared results across groups raised correct answers on the volume item from 11% to 80% — related
- First DBR iteration evaluation showed disjointed transitions between gaming and academic work, prompting a revised three-step teaching model with domain knowledge acquisition first — related
- Positive Greetings At The Door Improve Engagement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tprs-mtss-engagement-gains-all-performance-levels |
title |
Student engagement increased across all performance levels over three DBR cycles, with low-performing students moving from 7–10 teacher prompts per lesson to 95–100% sustained attention by Cycle 3 |
description |
Student engagement increased across all performance levels over three DBR cycles, with low-performing students moving from 7–10 teacher prompts per lesson to 95–100% sustained attention by Cycle 3 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lin-2026 |
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