Demonstration strategy produces significantly better academic performance in Electrical Installation than inquiry strategy¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with demonstration strategy achieved higher post-test scores and mean gains than students taught with inquiry strategy, a statistically significant difference. → Vincent E. Onweh and Udeme Timothy Akpan 2014

Evidence¶

Vincent E. Onweh and Udeme Timothy Akpan 2014¶

Vincent E. Onweh and Udeme Timothy Akpan. (2014). Instructional strategies and students’ academic performance in electrical installation in technical colleges in Akwa Ibom State: Instructional skills for structuring appropriate learning experiences for students. International Journal of Educational Administration and Policy Studies. https://doi.org/10.5897/IJEAPS2014.0347

q2 · i? · causal · r2

Quasi-experimental comparison of intact classes taught with demonstration versus inquiry, analysed by ANCOVA with pre-test as covariate. The article reports the mean gains quoted above; ANCOVA gave a calculated F of 28.832 against a critical F of 3.07, so the null hypothesis of no difference was rejected.

"Table 2 indicates that the mean gain score of demonstration strategy (15.58) is greater than that of inquiry strategy (12.32). In addition, the post-test mean score of demonstration strategy (21.19) is greater than the post-test mean score of inquiry strategy (18.00), making a difference of 3.19."

Discussion¶

Related Claims¶

• Scheffe multiple comparisons rank the four strategies: demonstration highest, then inquiry, then discussion, with lecture lowest — related
• Demonstration strategy has the most significant effect on students’ academic performance in Electrical Installation among the four strategies compared — possibly the same claim (merge candidate)