Within the 7E experimental group, post-test achievement scores did not differ significantly among high, average, and low intelligence students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANOVA of experimental post-test by intelligence level gave F = 1.856, significance value 0.176, not significant. → Samaresh Adak 2017

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

One-way ANOVA (Table 1) of experimental-group post-test scores across intelligence levels: between-groups sum of squares 38.384 (df 2), F = 1.856, significance 0.176. No significant difference among High, Average, and Low intelligence students after the 7E intervention.

"From the ANOVA Table 1, F-value is 1.856 and significance value is 0.176 which proves that there is no significant difference in score among High, Average, and Low intelligence students."

Discussion¶

Related Claims¶

• 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
• 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 — related