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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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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