The increase in the percentage of students testing college ready in science from PLAN to ACT was 17.8% (inverted curriculum) and 20.8% (modeling within inverted curriculum), versus 2.5% in the traditional context¶
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? Both treatment groups showed increases in science college readiness from PLAN to ACT more than seven times the baseline group's increase. → Dye 2013
Evidence¶
Dye 2013¶
Dye, J., Cheatham, T., Rowell, G. H., Barlow, A. T., & Carlton, R. (2013). The Impact of Modeling Instruction within the Inverted Curriculum on Student Achievement in Science. Electronic Journal of Science Education, 17(2). https://eric.ed.gov/?id=EJ1188400
q2 · i? · causal · r1
Analysis of the same 808 students comparing the percentage meeting the science college readiness benchmark on PLAN (score 21) versus ACT (score 24) by instructional context; percentages are descriptive with no effect size or significance test reported.
"Treatment 1 (inverting the curriculum alone) demonstrated an increase in readiness of 17.8% and Treatment 2 (modeling instruction within the inverted curr iculum) demonstrated an increase of 20.8% , each more than seven times the increase in the baseline group ."
Discussion¶
Related Claims¶
- Students close to college ready in science on the PLAN reached college ready on the ACT at 46% and 52% in the treatment groups versus one-third in the baseline group — possibly the same claim (merge candidate)
- Students off-target in science on the PLAN moved to college ready on the ACT at 18% and 21% in the treatment groups versus 8% in the traditional group — related
- PLAN-to-ACT science score gains were larger under both non-traditional contexts (4.1 and 4.3 points) than under the traditional context (2.8 points) — related
- Students taught with modeling instruction within the inverted curriculum scored highest on the ACT science subscore (M=24.3) compared with the inverted-curriculum-alone (M=23.7) and traditional (M=23.1) contexts — related
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