Inquiry skills improved significantly only in the computer-based inquiry group, which outperformed the regular-classroom group at posttest¶

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

Subclaims¶

q3 i2 The experimental group improved inquiry skills significantly (t(147) = 6.939, p =.000) while the control group did not (t(157) = 0.276, p =.783), and the posttest difference favored the experimental group, d = 0.707. → Hasan Ozgur Kapici 2025

Evidence¶

Hasan Ozgur Kapici 2025¶

Hasan Ozgur Kapici. (2025). Does inquiry-based learning work better in regular classrooms or computer-based settings? Instructional Science (2025) 53:705–728. https://doi.org/10.1007/s11251-025-09711-0

q3 · i2 · causal · r2

Same quasi-experimental study, inquiry skills test (TIPS II-based, 19 items). Paired tests showed the virtual-platform group improved significantly, "t(147) = 6.939, p =.000", while the control group did not, "t(157) = 0.276, p =.783"; the posttest comparison favored the experimental group with "d = 0.707".

"the experimental and control groups’ posttest scores were compared via an independent samples t-test, which showed that there was a significant difference between the posttest scores of the groups, in favor of the experimental group, t(304) = 6.171, p =.000, d = 0.707."

Discussion¶

Related Claims¶

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• No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups — related
• AI-supported PBL students obtain significantly higher posttest computational thinking scores than traditional-lecture students when controlling pretest scores — related