ADI-based laboratory instruction improves academic achievement in geometrical optics more than traditional laboratory instruction for pre-service science teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 After controlling for pretest scores, the ADI group's corrected OAT post-test mean was significantly higher than the control group's, with a large effect size of ŋ 2 = .26. → Tuba Demircioglu 2015

Evidence¶

Tuba Demircioglu 2015¶

Tuba Demircioglu, Sedat Ucar. (2015). Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.1.2324

q2 · i3 · causal · r2

Quasi-experimental non-equivalent groups study of 79 pre-service science teachers (ADI n=41, traditional n=38). ANCOVA on Optical Achievement Test post-test scores corrected for pretest showed a significant difference in favor of the ADI group with printed effect size ŋ 2 = .26, which the article calls a large effect describing 26% of the variance.

"According to the ANCOV A results, when the OAT pretest scores of the experimental and control groups were analyzed, a significant difference between their corrected post-test scores (F (1-76) = 26.33, p = .00) was found. The effect size of the applied method is ŋ 2 = .26"

Discussion¶

Related Claims¶

• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
• ADI-based laboratory instruction does not significantly change pre-service teachers' argumentativeness compared to traditional laboratory instruction — related
• ADI-based laboratory instruction improves science process skills more than traditional laboratory instruction — related
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills — related
• Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test — related
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of laboratory usage self-efficacy — related
• Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did — related
• The control group taught with the traditional approach also improved significantly on scientific process skills from pretest to post-test — related