Student attributes showed no main effects on outcomes except interest in science in graphing, and did not interact with sequence¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In graphing, interest in science had a significant positive effect on application and transfer scores (partial η² = 0.065). → Eman Ganaiem 2025 q3 i? In experimental design, none of the three attribute factors (inquiry experience, interest in science, science achievements) had a significant main effect or interacted with condition. → Eman Ganaiem 2025 (2)

Evidence¶

Eman Ganaiem 2025¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i2 · causal · r2

In the graphing MANCOVA controlling for attributes and pre-test, interest in science significantly predicted application and transfer scores, partial η² = 0.065; no condition × attribute interaction reached significance.

"A significant positive effect was found for factor 2 (interest in science): Wilk's Λ = 0.935, F (2, 98) = 3.385, p = 0.038, partial η 2 = 0.065."

Eman Ganaiem 2025 (2)¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i? · causal · r2

In the experimental design MANCOVA with the three survey-derived attribute factors, neither condition nor any attribute factor was significant, and no condition × factor interactions were significant.

"Results reveal that there is no significant main effect for condition (Wilk's Λ = 0.997, F (4, 184) = 0.076, p = 0.989, partial η2 = 0.002), or any of the three fac tors: inquiry experience (Wilk's Λ = 0.969, F (2, 92) = 1.894, p = 0.156, partial η 2 = 0.04)"

Discussion¶

Related Claims¶

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• No significant interaction between condition and pre-test knowledge on learning outcomes in either topic — related
• Sequence of worked examples and problems had no significant effect on self-reported cognitive load, but higher prior knowledge was associated with lower load in experimental design — related
• Order of worked examples and problem solving had no significant effect on application and transfer scores in experimental design or graphing — related
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