The Meta Lesson Plan (continued)
The predicted effect of the meta lesson plan on the Benchmark
conventional lesson plan.
The primary difference in the lesson plans resides in the slope
coefficient of the regression models. The Benchmark model of the
conventional lesson plan, F (1, 244) =405, p <.001, accounted for
62% of classroom variance (vs. 81% for the meta lesson plan).
Figure 4 shows that the 95% CIs of the slope coefficients does
not overlap, corresponding to p<.001. As the post-hoc achieved
power of the difference in slope coefficients is .81, there is a fair
chance that the scope of the study would have correctly rejected
the hypothesis that there is in fact no difference in the slope
coefficients (Faul et al., 2007). This indicates that the difference
in student learning in response to the meta lesson plan would
be sustained over the long run as being distinctly different from
that which occurs in response to the conventional lesson plan.
Namely, that classroom learning would be coupled with the
cognitive skill of reading such that the utility of prior learning
would be amplified in subsequent exam situations. In response
to the meta lesson plan, school science classes would gain an
additional two marks on the class averag