Most students in the study preferred grasping experience through apprehension, and pretest differences between sites existed only on the soil unit¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q3 i? The majority of the n = 121 students (n = 86) had a preference for grasping experience through apprehension. → Kasee L. Smith & John Rayfield 2017 q3 i1 Soil science pretest scores differed significantly between sites (F(3,117) = 5.10, p = 0.02, ηp2 = 0.15), while water science pretest scores did not (F(3,117) = 1.22, p = 0.30, ηp2 = 0.03). → Kasee L. Smith & John Rayfield 2017 (2)

Evidence¶

Kasee L. Smith & John Rayfield 2017¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i? · causal · r2

Descriptive result from the KLSI v3.1 classifications in the quasi-experiment. The authors note that if this proportion holds in the wider population, many agricultural education students could benefit from instruction beginning with concrete experiences.

"The majority of students in this study ( n = 86) had a preference for grasping experience through apprehension."

Kasee L. Smith & John Rayfield 2017 (2)¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i1 · causal · r2

Pretest equivalence ANOVAs across the four test sites in the quasi-experiment. The water science pretest showed no significant site differences with a small ηp2 = 0.03, while the soil science pretest differed significantly between sites (ηp2 = 0.15), with post hoc differences only between sites three and four.

"No significant differences (F(3,117) = 1.22, p = 0.30, ηp2 = 0.03) were found in the pretest water science assessment scores between students at the sites. The ANOVA examination of the raw scores on the soil science unit exams revealed statistically significant differences (F(3,117) = 5.10, p = 0.02, ηp2 = 0.15) in the means between sites on the soil science pretest assessment."

Discussion¶

Related Claims¶

• On the soil science unit, cognitive sequence of instruction interacted with student preference for grasping information in predicting pretest-to-posttest change scores — related
• Students achieved higher pretest-to-posttest change scores when a unit was sequenced to begin with their preferred mode of grasping information, regardless of unit content — related
• Student preference for grasping information showed a significant main effect on water unit change scores but not on soil unit change scores — related
• Cognitive sequence of instruction had a large main effect on change scores on both STEM units — related
• On the water science unit, student preference for grasping information interacted with cognitive sequence of instruction in predicting pretest-to-posttest change scores — related