A Framework for the Identification of Moderated and Mediated Performance Consequences of Pedagogical Alternatives

Abstract

Researchers have utilized a stimulus-response paradigm to assess the efficacy of pedagogical alternatives, but this is a black box procedure. A better approach is to measure learning and determine the extent to which it mediates pedagogy’s effects on performance. Similarly, we should consider the influences of individual difference factors, which moderate these effects. A framework which does both is presented, and an example of its use is provided. Finally, three challenges associated with this framework are described.