A condition-by-timing interaction suggests students who received arts-integrated science first retained more when later taught conventionally¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A Condition by Timing interaction was marginally significant, F(1,502) = 3.091, p = 0.079: students who took arts-integrated science in the first session remembered more science in the second session under conventional instruction. → 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

2 × 2 × 2 factorial ANOVA (method × unit pair × timing) on percent of retained content. The Condition by Timing interaction was the only significant term ("F (1,502) = 3.091, p = 0.079"); Table 2 shows Session 2 means of 78.9% (arts-integrated) versus 64.3% (conventional). No effect size was printed.

"A statistically significant interaction between Condition by Timing, F (1,502) = 3.091, p = 0.079 was observed. This means that students who took arts-integrated science in the first session remembered even more science in the second session when they learned science through conventional instructional methods."

Discussion¶

Related Claims¶

• Arts-integrated and conventional science instruction produced no statistically significant difference in overall long-term retention of science content — related
• An instructional-method by reading-level interaction showed basic-level readers retained significantly more science content after arts-integrated instruction — related
• Skilled comprehenders show superior one-week retention of a taught knowledge base despite comparable immediate recall — related
• Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2 — related
• Neither unit pair nor its interaction with instructional method significantly affected retention of science content — related