Cognitive conflict strategy improves Science achievement more than traditional teaching among intermediate second-grade students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Students taught with the cognitive conflict strategy scored significantly higher on the post-achievement test than students taught by the traditional method (η² = 0.77). → Subahi 2019

Evidence¶

Subahi 2019¶

Subahi, N. H. (2019). Effectiveness of Cognitive Conflict Strategy in Improving Academic Achievement and Modifying Sex Education Misconceptions in Science Course among Intermediate Second-Grade Students. World Journal of Education, 9(2). https://doi.org/10.5430/wje.v9n2p90

q2 · i3 · causal · r2

Quasi-experiment with 56 intermediate second-grade students in Jeddah, equally split into an experimental group (taught with cognitive conflict) and a control group (traditional method). Post-test means were 25.81 (experimental) vs 20.91 (control), t = 4.09, df = 54, η² = 0.77, significant at 0.01.

"The table shows that there are statistically significant differences at the level of (0.01) on the achievement test among the experimental and control groups students, favoring the experimental group."

Discussion¶

Related Claims¶

• Cognitive conflict strategy modifies sex education misconceptions more than traditional teaching among intermediate second-grade students — related
• Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders — related