The constructivist environment significantly favoured high ability students over high ability transmissive students, but low ability constructivist and low ability transmissive students did not differ significantly¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · 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? High ability constructivist students scored significantly higher than high ability transmissive students (t=2.94 > 2.02). → Atomatofa 2016 q2 i? No significant difference in mean achievement scores between low ability constructivist and low ability transmissive students (t=1.27 < 1.96); equivalence was not tested. → Atomatofa 2016 (2)

Evidence¶

Atomatofa 2016¶

Atomatofa, R., Okoye, N., & Igwebuike, T. (2016). Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria. Universal Journal of Educational Research 4(6): 1471-1478. doi:10.13189/ujer.2016.040627

q2 · i? · causal · r1

t-test of high ability groups: constructivist (n=26, mean 30.31) vs transmissive (n=28, mean 26.39), df=52, t=2.94 vs t-critical 2.02. The article reports the difference "in favor of the constructivist group". No effect size printed.

"A significant difference in the mean achievement scores between high ability constructivist and high ability transmissive group."

Atomatofa 2016 (2)¶

q2 · i? · causal · r1

t-test of low ability groups: constructivist (n=44, mean 20.52) vs transmissive (n=48, mean 19.41), df=90, t=1.27 vs t-critical 1.96; hypothesis two was accepted for this comparison. No effect size printed.

"No significant difference in mean achievement scores between low ability constructivist and low ability transmissive group."

Discussion¶

Learner Variables¶

General Cognitive Ability — moderator: an instructional effect differs with it

Descriptively, the high constructivist group showed the largest gain over the posttest grand mean and the low transmissive group the largest deficit — related
High ability students achieved more than low ability students in both the constructivist and the transmissive learning environments — a broader claim this one bears on
Students taught basic science in a constructivist learning environment achieved significantly more at posttest than students taught in a transmissive learning environment — a broader claim this one bears on

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-11-02`
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