Arts-integrated and conventional science instruction produced no statistically significant difference in overall long-term retention of science content¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Mariale M. Hardiman 2017: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)
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.
q3 i? Across all science units, percent of retained content did not differ significantly between arts-integrated instruction (M = 64.22%) and conventional instruction (M = 67.99%). → Mariale M. Hardiman 2017
Evidence¶
Mariale M. Hardiman 2017¶
Mariale M. Hardiman, Ranjini Mahinda JohnBull, Deborah Carran. (2017). The Effects of Arts-Integrated Instruction on Students' Memory for Science Content: Results from a Randomized Control Trial Study. Paper presented at the annual meeting of the American Educational Research Association. https://eric.ed.gov/?id=ED576190
q3 · i? · causal · r2
One-way ANOVA on percent of retained content across all science units in the randomized control trial, with students exposed to both conditions in a crossover design. The article reports "F(1, 508) = 0.128, p = 0.721", a non-significant difference; no effect size was printed.
"Results of the analysis indicated a non-statistically significant difference between percent of retained content in the arts-integrated instruction condition versus the conventional instruction condition (MAI = 64.22%, MC = 67.99%), F(1, 508) = 0.128, p = 0.721."
Discussion¶
Learner Variables¶
- Long-Term Memory — outcome: instruction changes it
Related Claims¶
- Neither unit pair nor its interaction with instructional method significantly affected retention of science content — related
- A condition-by-timing interaction suggests students who received arts-integrated science first retained more when later taught conventionally — related
- An instructional-method by reading-level interaction showed basic-level readers retained significantly more science content after arts-integrated instruction — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.