Claims

5E inquiry learning activities did not change affective attitude toward chemistry relative to lecture-based teaching

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? There was no statistically significant difference between experimental and control groups in affective attitude post-test scores. → Senol Sen & Ozge Ozyalcin Oskay 2016

Evidence

Senol Sen & Ozge Ozyalcin Oskay 2016

Senol Sen & Ozge Ozyalcin Oskay. (2016). The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry. Journal of Education and Learning, 6(1). https://doi.org/10.5539/jel.v6n1p1

q2 · i? · causal · r1

Independent samples t-test on ASCI affective post-test scores in the same five-week quasi-experiment found no significant difference (t (32) = .260, p = .797); equivalence was not tested. The article reports "no significant differences" between groups on affective attitude.

"it was found that there were no significant differences between the students’ cognitive gain scores (MExp. = 1.11, SD = 2.81; MCont. = 2.19, SD = 4.28; t (32) = -.877, p = .387, two-tailed) and their affective attitude ( MExp. = 17.56, SD = 4.19; MCont. = 17.19, SD = 4.05; t (32) = .260, p = .797, two-tailed) scores"

Discussion

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