Students taught basic science in a constructivist learning environment achieved significantly more at posttest than students taught in a transmissive learning environment¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest achievement differed significantly in favour of the constructivist group (t-calculated 3.58 vs t-critical 1.96), while pretest scores showed no significant difference (t-calculated 0.08). → Atomatofa 2016

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 · r2

Quasi-experiment in six intact classes (122 constructivist, 121 transmissive) taught 16 lessons over 8 weeks; BSACT pretest/posttest analyzed by t-test. Constructivist posttest mean 24.61 vs transmissive 22.19; the article reports "t-calculated value (3.58) is higher than the t-critical value (1.96)". No effect size printed.

"The posttest scores were significantly different as seen in table 1, because t-calculated value (3.58) is higher than the t-critical value (1.96). Thus there is a significant difference in the academic achievement of basic science students taught in a constructivist learning environment and those taught in a transmissive learning environment in favour of the constructivist group."

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• Descriptively, the high constructivist group showed the largest gain over the posttest grand mean and the low transmissive group the largest deficit — a narrower finding that bears on this claim
• High ability students achieved more than low ability students in both the constructivist and the transmissive learning environments — a narrower finding that bears on this claim
• Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related