A contextual teaching and learning curriculum produced no statistically significant difference in pre/posttest gain versus a scientific-basis curriculum in a postsecondary agricultural biotechnology course¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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? The experimental (contextual) treatment had a greater raw gain score (30.00 vs 26.72) but the difference was not statistically significant (p=.48), so the null hypothesis was not rejected. → Curry 2012
Evidence¶
Curry 2012¶
Curry, Wilson, Flowers, & Farin. (2012). Scientific Basis vs. Contextualized Teaching and Learning: The Effect on the Achievement of Postsecondary Students. Journal of Agricultural Education. https://doi.org/10.5032/jae.2012.01057
q2 · i? · causal · r1
Quasi-experimental non-equivalent control-group study with two treatment groups (n=16 experimental, n=22 comparison) taught the same seven environmental biotechnology units via distance education in different semesters, assessed with an identical 25-item pre/posttest. The t-test on gains was "not a statistically significant difference (p=.48)". No effect size was printed.
"A t–test showed that even though the experimental treatment had a greater raw gain score, it was not a statistically significant difference (p=.48). Thus, the null hypothesis was not rejected."
Discussion¶
Related Claims¶
- Both treatment groups showed large pretest-to-posttest gains in scientific concept mastery, with the contextual group gaining 30.00 points and the comparison group 26.72 points — possibly the same claim (merge candidate)
- The treatment groups showed no pre-existing differences on college GPA, high school GPA, class rank, or SAT scores — related
- Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.