An instructional-method by reading-level interaction showed basic-level readers retained significantly more science content after arts-integrated instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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? In a 2 × 3 factorial ANOVA, the instructional method by reading level interaction was significant, F(2, 475) = 3.570, p = 0.029, with basic readers remembering more science content learned through arts-integrated methods. → 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
Factorial ANOVA (instructional method × reading level: basic, proficient, advanced) on percent of retained content. The interaction was significant ("F(2, 475) = 3.570, p = 0.029"); Table 1 shows basic readers' means of 105.8% (arts-integrated) versus 32.3% (conventional). No effect size was printed.
"An interaction effect was observed between instructional method and reading levels, F(2, 475) = 3.570, p = 0.029. This interaction effect indicates that for students reading at basic levels of proficiency, learning through arts-integrated methods yielded greater memory of the science content than learning science through conventional methods."
Discussion¶
Related Claims¶
- Arts-integrated and conventional science instruction produced no statistically significant difference in overall long-term retention of science content — related
- Child Characteristic X Instruction (CXI) interactions in content learning were reduced through iterative design: leveled readers, explicit vocabulary instruction, and passage-comprehension-based flexible grouping eliminated significant CXI effects by the fourth iteration. — related
- A condition-by-timing interaction suggests students who received arts-integrated science first retained more when later taught conventionally — related
- Neither unit pair nor its interaction with instructional method significantly affected retention of science content — related
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