Dyad composition by gender and achievement level is not a confounding variable for knowledge acquisition after Web-based collaborative inquiry¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Adding dyad composition based on gender, achievement level, and their interaction did not significantly improve the model fit for knowledge acquisition, and parameter estimates were not significant. → Annelies Raes 2013

Evidence¶

Annelies Raes 2013¶

Annelies Raes, Tammy Schellens, and Bram De Wever. (2013). Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2013.836656

q3 · i? · causal · r1

Third-step model addition in the multilevel analysis of knowledge acquisition. Students freely chose partners, producing dyads of various gender and achievement compositions. The χ² test showed no significant improvement (p < .71).

"adding dyad composition based on gender, dyad composition based on achievement level, and the interaction of the two variables into the model did not result in a significant improvement of the model (χ 2 = 5.35, df = 8, p < .71), and the estimates of the parameters were found not to be significant."

Discussion¶

Related Claims¶

• All student groups benefited equally in inquiry skills improvement after Web-based collaborative inquiry, with no significant effects of gender, achievement level, or academic track — related
• A Web-based collaborative inquiry project produces significant overall learning gains in science knowledge in secondary classrooms — related
• No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry — related
• Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in Web-based collaborative inquiry — reports the opposite