Concept attainment model instruction yields higher adjusted physics concept understanding scores than traditional method¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
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.
q2 i? Ninth graders taught with the concept attainment model scored significantly higher on adjusted physics concept understanding than those taught with traditional method (ANCOVA F = 701.96, p < .01). → Kumar 2013
Evidence¶
Kumar 2013¶
Kumar, A., & Mathur, M. (2013). Effect of Concept Attainment Model on Acquisition of Physics Concepts. Universal Journal of Educational Research, 1(3), 165-169. https://doi.org/10.13189/ujer.2013.010304
q2 · i? · causal · r1
Quasi-experimental study of 228 ninth-grade students in two Mohindergarh schools; ANCOVA with pre-physics concept understanding and intelligence as covariates found the "adjusted F-value is 701.96, which is significant at 0.01 level". Adjusted means were 85.61 (CAM) versus 65.58 (TM).
"the adjusted F-value is 701.96, which is significant at 0.01 level with df = 1/6904.07. It indicates that the adjusted mean scores of CAM and TM groups (as a whole) differ significantly"
Discussion¶
Related Claims¶
- Students taught with concept attainment model report higher liking of instruction than traditional-method students — related
- Treatment effect on physics concept understanding holds in 2x2 factorial ANCOVA controlling pretest only — possibly the same claim (merge candidate)
- Eighth graders taught with the Herrmann Whole Brain Teaching Method significantly outperformed conventionally taught peers on conceptual understanding of simple electric circuits — related
- Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- Physics concept understanding is independent of intelligence when prior understanding is a covariate — related
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