Demographic variables showed negligible relationships with content knowledge posttests and teaching method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Year in school, gender, ethnicity, and socio-economic status had negligible correlations with the content knowledge posttests and with treatment assignment, with one low relationship between posttest two and year in school. → Thoron 2011

Evidence¶

Thoron 2011¶

Thoron, A. C., & Myers, B. E. (2011). Effects of Inquiry–based Agriscience Instruction on Student Achievement. Journal of Agricultural Education, 52(4). https://doi.org/10.5032/jae.2011.04175

q2 · i? · causal · r2

Pearson Product Moment correlations among posttest scores, demographics, and treatment for the 305 participants (Table 4); the article characterizes the demographic relationships as "negligible relationships with posttests and type of treatment", with one low relationship between posttest two and year in school.

"The demographic variables of year in school (grade), gender, ethnicity, and SES contained negligible relationships with posttests and type of treatment (inquiry–based instruction and subject–matter approach)."

Discussion¶

Related Claims¶

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• Inquiry-based students' scores increased at a faster pace than subject matter students' scores over the twelve-week study — related