Training improved 5th graders' answer construction and evaluation within the experimental group, but not significantly relative to controls at post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The experimental group improved significantly pre-to-post on the Construct response task (d = .50) and the Time*Group interaction was significant, though the post-test group difference was not. → Potocki 2023

Evidence¶

Potocki 2023¶

Potocki, A., Ayroles, J., & Rouet, J.-F. (2023). A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills. Learning and Instruction, 86, 101781. https://doi.org/10.1016/j.learninstruc.2023.101781

q3 · i2 · causal · r2

Mixed model analysis of the Construct response task (assessing answer relevance and sufficiency) in the quasi-experimental design. The omnibus Time*Group interaction was significant, but the post-hoc post-test group contrast was not; the within-group experimental gain was significant with "Cohen’s d = .50".

"a significant interaction Time * Group was observed (F(1, 133) = 7.41, p < .01). Post-hoc analyses did not reveal significant difference between the experimental and control groups at pre-test, t(137) = .66, p = 51) nor at post-test (t(137) = -1.61, p = .11). However, there was significant difference between pre- and post-tests in the experimental group (t(82) = -4.58, p ˂ .001, Cohen’s d = .50)."

Discussion¶

Related Claims¶

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• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related