The subject-taught control group showed no significant knowledge increase while the interdisciplinary test group did¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Design limits · Katharina Spintzyk 2016: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)
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? After the intervention, students in the test group attained a significant increase in knowledge growth whereas the control group did not. → Katharina Spintzyk 2016
Evidence¶
Katharina Spintzyk 2016¶
Katharina Spintzyk, Friederike Strehlke, Stephanie Ohlberger, Bernd Gröben, and Claas Wegner. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education. Science Educator, Vol. 25, No. 1. https://eric.ed.gov/?id=EJ1110252
q2 · i? · causal · r2
Conclusion section of the quasi-experimental study: after the intervention the sampling displayed significant heterogeneity in performance characteristics, with the test group gaining and the control group not; no effect size is printed for the control group's null change.
"Students in the test group attained a sig- nifi cant increase in knowledge growth whereas the control group did not."
Discussion¶
Related Claims¶
- Interdisciplinary biology–PE teaching produces significantly greater knowledge growth than subject-related lessons in German sixth-form students — related
- On the EPA retention test, only the group taught concepts during the activities significantly outperformed the control group — related
- GPA-based interdisciplinary science instruction produced significantly higher science achievement than regular instruction after five weeks — related
- On a control-aligned portal test taken immediately after instruction, GPA-based groups showed no significant difference from the control group — reports the opposite
- Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — possibly the same claim (merge candidate)
- The interdisciplinary dance program significantly reduces somatic anxiety in 8th-grade students — related
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