Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Post-test mean difference between experimental and control groups was 4.24 with t = 5.627, significant at the 0.01 level. → Samaresh Adak 2017 q2 i? Experimental group gain score mean exceeded control group gain score mean by 3.24, t = 4.387, significant at the 0.01 level. → Samaresh Adak 2017 (2)

Evidence¶

Samaresh Adak 2017¶

Samaresh Adak. (2017). Effectiveness of constructivist approach on academic achievement in science at secondary level. Educational Research and Reviews. https://doi.org/10.5897/ERR2017.3298

q2 · i? · causal · r1

Quasi-experimental pre-test/post-test control group study of 58 Class IX students (29 experimental, 29 control) matched by intelligence, taught over three weeks. The post-test comparison showed a mean difference of 4.24, "significant at 0.01 levels".

"From the comparison of achievement score of control and experimental group in post test the mean difference between two groups in post test is 4.24 and its ‘t’ value is 5.627 which is significant at 0.01 levels."

Samaresh Adak 2017 (2)¶

Samaresh Adak. (2017). Effectiveness of constructivist approach on academic achievement in science at secondary level. Educational Research and Reviews. https://doi.org/10.5897/ERR2017.3298

q2 · i? · causal · r1

Gain-score comparison in the same quasi-experiment: experimental group mean gain 10.38 versus control 7.14, a difference of 3.24 with t = 4.387 and significance value 0.000, attributed by the author to the 7E versus traditional treatment.

"Experimental group gain score mean is greater than control group gain score mean with 3.24, ‘t’- value is 4.387, and significance value is 0.000"

Discussion¶

Related Claims¶

• Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods — related
• Gains from the 7E model were significant for low- and average-intelligence students but not for high-intelligence students, with gain magnitude decreasing across intelligence levels — related
• Within the 7E experimental group, post-test achievement scores did not differ significantly among high, average, and low intelligence students — related
• Experimental and control groups did not differ significantly in pre-test science achievement before the intervention — related
• Students taught with the animation model significantly outperformed traditionally taught control students on the ATP generation post-test — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
• Structured AI-supported writing instruction produced a large posttest writing proficiency advantage over traditional instruction in Saudi EFL undergraduates — related
• Control-group students taught by conventional methods showed a significant pre-to-post gain in IUPAC nomenclature achievement — related
• Students taught with the Science Learning Cycle method show better conceptual understanding gains in physics than students taught with conventional methods — related
• Secondary school students taught chemistry through computer-based simulations achieve significantly higher post-test scores than students taught through regular teaching methods — related
• The pre-tested experimental group gained more on the Chemistry Achievement Test than the pre-tested control group — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• Learning physics with the interactive Motion and Vector Analysis software produced higher conceptual understanding than traditional instruction in a quasi-experiment with XI-grade students — related
• Experimental-group students scored significantly higher than control students on the open-ended physics questionnaire — related
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
• Ninth graders taught pre-vocational education with practical presentations achieved higher post-test scores than peers taught by lecturing — related