Claims

Cognitive conflict strategy modifies sex education misconceptions 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

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 i3 Students taught with the cognitive conflict strategy showed significantly greater modification of sex education misconceptions on the post-test than the control group (η² = 0.76). → 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 28 experimental and 28 control students; post-misconception-test means were 23.71 (experimental) vs 21.61 (control), t = 4.09, df = 54, η² = 0.76, significant at 0.01. The article concludes misconceptions were modified more in the experimental group.

"The table shows that there are statistically significant differences at the level of (0.01) on the misconceptions among the students of the experimental and control groups in favor of the experimental group."

Discussion

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