Learning outcomes are better under conditions of variation consistent with the variation-theory conjecture than under conditions not consistent with it¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Conditions consistent with the basic conjecture of the Variation Theory of Learning produced better learning outcomes than conditions not consistent with the theory, for learning the economic principle of price changes. → Ming Fai Pang 2013

Evidence¶

Ming Fai Pang 2013¶

Ming Fai Pang, Ference Marton. (2013). Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded. Instructional Science, 41, 1065–1082. https://doi.org/10.1007/s11251-013-9272-7

q2 · i? · causal · r?

The article reports a study in which patterns of variation and invariance were built into pedagogical tools (text, graphs, and worksheets) to compare conditions consistent versus inconsistent with the conjecture; "The results support the conjecture." No effect size is printed in the available text.

"The study compares the learning outcomes under conditions consistent with the basic conjecture with the learning outcomes under conditions not consistent with the theory. The results support the conjecture."

Discussion¶

Related Claims¶

• Students taught by teachers using variation theory showed extremely better mastery of the supply-and-demand price concept than students taught without the theory — possibly the same claim (merge candidate)
• Bringing out the necessary pattern of variation and invariance in the learning situation enhances the likelihood that the object of learning is appropriated — possibly the same claim (merge candidate)