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• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  ...m retention]]'': Students will be given a test a month after the immediate posttest.
  19 KB (2,778 words) - 07:48, 19 August 2011
• Assistance Dilemma English Articles
  All students completed a computer-based pre and posttest that consisted of article-only and article with explanation items. In the a Students (n=63) in all conditions showed significant pre to posttest improvement. While there were no significant main effects of condition, th
  10 KB (1,339 words) - 19:08, 17 November 2009
• Basic skills training
  #We are using a pretest-posttest design to measure the overall effects of the online training. We compare g #We have found a clear increase from pretest to posttest in dictation ability across the course.
  7 KB (1,010 words) - 13:32, 29 August 2011
• Booth
  ''[[Normal post-test]]''. Near transfer—immediate posttest in which isomorphic problems to instruction are included for students to so ''[[Transfer]]''. Problems included on the posttest in two forms: 1)Procedural format with more difficult problems/problems wit
  13 KB (1,763 words) - 20:16, 15 December 2010
• Chinese pinyin dictation
  #We are using a pretest-posttest design to measure the overall effects of the online training. We compare g
  4 KB (628 words) - 13:36, 29 August 2011
• Co-training and pairing
  The second part was posttest, in which students produced the English translation when they saw the Chine
  4 KB (514 words) - 01:01, 12 March 2008
• Co-training of Chinese characters
  The second part was posttest, in which students produced the English translation when they saw the Chine
  6 KB (794 words) - 03:13, 3 November 2008
• Cognitive task analysis
  condition completed a written posttest and performed the procedure on multiple human greater gains from pretest to posttest than those in the control condition. They also
  9 KB (1,236 words) - 15:22, 31 August 2011
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  ...ental condition on students' performance on geometry answers or reasons at posttest ...nowledge (Higher vs. Lower) for students' performance on geometry rules at posttest (F(1,39) = 6.2, p < .02).
  18 KB (2,358 words) - 15:27, 31 August 2011
• Craig observing
  Analyses have been conducted on immediate learning (Normal pretest/posttest, near transfer) and retention measures. No differences between groups were ...l post-test]]'': Students were given a 12 item multiple choice pretest and posttest that taps into their ability to apply the principles of rotational kinemati
  13 KB (1,737 words) - 16:35, 7 October 2008
• Emergece Project (Chi)
  ...d post assessments of this module measured long-term retention because the posttest was administered several days after learning. ...sment showed that not only did both groups gain significantly from pre- to posttest, the gains of the experimental group far exceeded those of the control grou
  25 KB (3,832 words) - 21:01, 11 January 2008
• Fluency Summer Intern Project
  ...training, and the retention and transfer of that development to a delayed posttest. The fluency training is the 4/3/2 task, developed by Nation (1989), in wh ...g session, all students whose fluency improved from the the pretest to the posttest also showed fluency development in training. On the other hand, two out of
  7 KB (1,169 words) - 04:32, 4 August 2007
• Fluency Summer Intern Project 2008
  ...le, and end of the semester, which served as pretest, posttest and delayed posttest.
  10 KB (1,494 words) - 20:03, 8 December 2008
• Fostering fluency in second language learning
  ...actic accuracy; and number of embedded clauses (syntactic complexity). The posttest tested transfer to a different topic. ...ces lead to an increase in their use in the subsequent 4/3/2 procedure and posttest? If so, does this increase overall [[fluency]]?
  45 KB (6,505 words) - 08:52, 14 September 2012
• French gender cue learning through optimized adaptive practice
  First, to ensure that the training is working, we are using a pretest-posttest design to measure the overall effects of the online training. We compare s
  11 KB (1,561 words) - 16:14, 5 December 2007
• Integrated Learning of Chinese
  *Learning gains (Pretest vs. Posttest) on meaning translation, pinyin and tone
  7 KB (985 words) - 00:07, 29 September 2008
• Learning About Emergence and Heat Transfer (Chi)
  ...st assessments of this module measured [[long-term retention]] because the posttest was administered several days after learning. ...sment showed that not only did both groups gain significantly from pre- to posttest, the gains of the experimental group far exceeded those of the control grou
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning French gender cues with prototypes
  First, to ensure that the training is working, we are using a pretest-posttest design to measure the overall effects of the online training. As in [[Frenc
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  ...ey found a significant increase of identification accuracy from pretest to posttest.
  6 KB (820 words) - 01:00, 14 May 2009
• McLaren et al - Conceptual Learning in Chemistry
  ...t test analysis; it was the only group that scored lower on average on the posttest than the pretest. Moreover, in the interviews after the problem solving the '' Table 1: Pre-Posttest results ''
  33 KB (4,408 words) - 08:34, 21 October 2008
• McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
  ...examples and solved 4 problems worked for less time and scored higher on a posttest than students who solved all 12 problems. In a study in the domain of proba ...On the other hand, there was a significant difference between the pre and posttest in all conditions, suggesting that the intelligent tutor present in all con
  24 KB (3,509 words) - 20:20, 15 December 2010
• PSLC Integrated Project Summary
  ...posttest) by condition interaction (F(2. 37) = 2.87, p = .07). At delayed posttest (see Figure 2), students in the visual self-explanation condition outperfor ...MERs and prompted to self-explain performed best on a posttest and delayed posttest assessing procedural and conceptual knowledge of fractions.
  54 KB (7,944 words) - 15:25, 2 June 2009
• Providing optimal support for robust learning of syntactic constructions in ESL
  ...ransfer]] (from comprehension to production) will be tested by including a posttest for production, in which students put sentence constituents into the prefer
  34 KB (4,979 words) - 13:58, 4 December 2008
• REAP ET
  | || || Pretest || Postreading || Posttest || Pretest || Postreading || Posttest
  2 KB (191 words) - 02:19, 5 November 2007
• REAP main
  ...ns through a web-based bilingual concordancer by using a one-group pretest/posttest experiment. The results of their study revealed that the use of a bilingua ...on. Grace (1998) did a study in which she used a pretest/posttest/delayed posttest design to test to see if L1 translations of target words helped learners to
  34 KB (4,901 words) - 19:19, 22 November 2010
• Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
  ...MERs and prompted to self-explain performed best on a posttest and delayed posttest assessing procedural and conceptual knowledge of fractions. *Previously validated pretest, immediate posttest, and delayed posttest measuring student performance on:
  20 KB (2,603 words) - 16:29, 12 March 2011
• Spanish fluency
  ...mprove their speech for each sentence. A week later, they came back for a posttest, where they heard each sentence once.
  4 KB (616 words) - 17:48, 22 October 2009
• Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  ...g phase for each topic (e.g. the students completed the circulatory system posttest after the circulatory system text was presented and before the diffusion te
  17 KB (2,384 words) - 16:35, 26 July 2007
• Stoichiometry Study
  ...examples and solved 4 problems worked for less time and scored higher on a posttest than students who solved all 12 problems. In a study in the domain of proba ...On the other hand, there was a significant difference between the pre and posttest in all conditions, suggesting that the intelligent tutor present in all con
  18 KB (2,697 words) - 14:49, 17 January 2008
• Student Uncertainty
  ...ough the first qualitative physics problem with the ITSPOKE WOZ, 4) take a posttest isomorphic to the pretest, 5) work through a second qualitative physics pro ...learning (near transfer, immediate testing) via comparisons of pretest and posttest scores.
  23 KB (3,228 words) - 18:13, 12 March 2008
• Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  *Delayed [[long-term retention]] posttest, measuring student performance on: **<b>Practiced Skills</b> At posttest, success with problem-solving skills practiced in the tutor (finding numeri
  18 KB (2,366 words) - 18:03, 12 May 2008
• Using syntactic priming to increase robust learning
  * ''Near transfer, immediate'': The immediate posttest is the same task as the training tasks; however, items are presented in sep ...r transfer, retention'': The delayed posttest is the same as the immediate posttest. It will be administered three to five days after the training and immediat
  10 KB (1,412 words) - 14:43, 27 May 2009
• Variable Learning I
  ...ned at a specific distance that served to be the criterion distance on the posttest in test trials. For the high-variability group, practice distances were va ..., the high-variability group outperformed the low-variability group on the posttest, where the target was at the criterion distance. This finding is interesti
  8 KB (1,079 words) - 19:35, 5 June 2009
• Visual-Verbal Learning (Aleven & Butcher Project)
  *Delayed posttest, measuring student performance on: ...ental condition on students' performance on geometry answers or reasons at posttest
  18 KB (2,364 words) - 20:28, 16 February 2007
• Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
  ...n advantage for students trained in the visual-only condition. However, by posttest (see Overall True/False in the graph), students performed similarly on know ...posttest) by condition interaction (F(2. 37) = 2.87, p = .07). At delayed posttest (see Figure 2), students in the visual self-explanation condition outperfor
  12 KB (1,545 words) - 00:39, 9 May 2009
• Visual Representations in Science Learning
  ...e. No significant effect of condition was found, F(1, 39) = .025, p = .88. Posttest scores were similar regardless of whether students were in the diagrams (M ...ariable and multiple-choice accuracy as the dependent variable. Pretest to posttest gains were significant, F(1, 87) = 94.4, p < .001, but there was no effect
  29 KB (4,002 words) - 20:17, 15 December 2010
• Walker A Peer Tutoring Addition
  ...test-time) repeated-measure ANOVA, with test-time as the repeated measure. Posttest scores were significantly higher than pretest scores in both the tutoring a ...y (condition x test-time) repeated-measure ANOVA, with test-time (pretest, posttest, or delayed test) as the repeated measure. There was a significant effect f
  26 KB (3,674 words) - 00:14, 16 December 2010