Drill skill model produces higher physics learning achievement than concept attainment model in Indonesian junior high school students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with the drill skill model achieved significantly higher physics learning achievement than students taught with the concept attainment model. → Wenno et al. 2016 q2 i? After the drill skill treatment no students remained in the fail category, while after concept attainment instruction 46.7% of students were still categorized as fail. → Wenno et al. 2016 (2)

Evidence¶

Wenno et al. 2016¶

Izaak Hendrik Wenno, Pieter Wattimena, Luky Maspaitela. (2016). Comparative Study between Drill Skill and Concept Attainment Model towards Physics Learning Achievement. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3. http://iaesjournal.com/online/index.php/IJERE

q2 · i? · causal · r1

Quasi-experimental study with two intact classes of 30 students each at a State Junior High School of Ambon; one class taught with drill skill model and one with concept attainment model. The t-test analysis showed a "significant difference between the two models of learning on student learning achievement".

"The results of t-test analysis (Table 4) showed significant difference between the two models of learning on student learning achievement."

Wenno et al. 2016 (2)¶

Izaak Hendrik Wenno, Pieter Wattimena, Luky Maspaitela. (2016). Comparative Study between Drill Skill and Concept Attainment Model towards Physics Learning Achievement. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3. http://iaesjournal.com/online/index.php/IJERE

q2 · i? · causal · r1

Post-test mastery data from the quasi-experiment: the drill skill group moved from 80% fail on pretest to no students in the fail category, while the concept attainment group remained at 46.7% fail after treatment, described as "still fail categorized (46.7 %)".

"before drill skill model was given, as much as 80 % of students were failed categorized, while after the drill skill model treatment was given, there is no student got fail category"

Discussion¶

Related Claims¶

• Concept attainment model did not show significant influence on student learning achievement compared to drill skill model — reports the opposite
• Concept attainment model instruction yields higher adjusted physics concept understanding scores than traditional method — related
• Initial physics ability differed between the two experimental groups before treatment — related