Claims

5E inquiry learning activities did not change cognitive 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 groups in cognitive attitude gain 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 cognitive attitude gain scores (posttest-pretest) of the ASCI in the same quasi-experiment; the article reports "no significant differences" (t (32) = -.877, p = .387). Gain scores were used because groups differed on cognitive attitude at pre-test.

"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)"

Discussion

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