The proposed technique of active means and active learning methods increases the level of the motivational component of learners' cognitive activity in physics teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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? Implementation of the developed technique raised the level of the motivational component of learners' cognitive activity in the experimental group relative to the control group. → Korsun 2017
Evidence¶
Korsun 2017¶
Igor Korsun. (2017). The Formation of Learnersí Motivation to Study Physics in Terms of Sustainable Development of Education in Ukraine. Journal of Teacher Education for Sustainability, vol. 19, no. 1, pp. 117ñ128. https://doi.org/10.1515/jtes-2017-0008
q2 · i? · causal · r1
A quasi-experimental pedagogical study with 122 learners in the control group and 121 in the experimental group, aged 15ñ17, during the 2015ñ2016 academic year. The post-test difference between groups was tested with Pearson's criterion c2, giving "c2 empirical = 6.10" against a critical value of 5.99 at the 0.05 level, supporting the alternative hypothesis.
"Empirical value c2 empirical of measure levels of cognitive activity of CG and EG for the post-test is: c2 empirical = 6.10. Because c2 empirical > c2 0.05, then the accuracy of statistical significance of characteristics of EG and CG after the post-test is 95%."
Discussion¶
Related Claims¶
- Students learning with the software showed higher learning motivation at post-test than students taught by traditional method — related
- Activity-based teaching produced significantly higher post-test achievement than traditional lecture instruction in a higher-secondary education course — a broader claim this one bears on
- Form two physics students taught through intensive practical activities significantly outperformed students taught by conventional lecture-based methods on a post-test of chosen topics — 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
- Cooperative learning reduced test anxiety relative to lecture-based teaching — related
- Using scientists' biographies in physics teaching raises the level of the emotional component of learners' cognitive activity — related
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