Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups.
Normalized learning gains were first introduced by Hake (1998) in a widely cited study demonstrating the positive impact of active-learning instruction in comparison with traditional lecture.
Instruction-related comparisons of the EMA-scores yielded not only lower means but also higher standard deviations and higher reliabilities in the TP-condition.
To derive an efficient mapping onto this architecture, we designed an instruction systolic sequence comparison algorithm.
Those who watched the video plus CAP used significantly more teaching behaviors associated with an evidence-based vocabulary practice during instruction than the comparison group.
As more students are trained by this project, using both on-site and distant site instruction, greater statistical comparison of the methods will be possible.
Furthermore, we compared the validity of parent-reported weight and height values of their child after being measured at home using the newly developed instruction leaflets in comparison with parents who did not receive the instruction leaflets.
To compare the validity of parent-reported height, weight and body mass index (BMI) values of children (aged 4 10 years), when measured at home by means of newly developed instruction leaflets in comparison with simple estimated parental reports.
We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction.
If we were to compare substitution percentages directly, that would require comparing 262 = 676 numbers while comparing instruction frequencies requires only 26 comparisons.
