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¶

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? Students' overall improvement in inquiry skills was significant (1.36 points on a 10-point scale), and no student or class characteristic had a significant main or interaction effect on inquiry skills gains. → 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

Four-level null model for inquiry skills from the same study, measured by a rubric-scored task on a scientific article (maximum 10). Adding gender, achievement level, and academic track did not improve model fit (χ² = 7.78, df = 14, p = .90).

"Students' overall improvement in inquiry skills was 1.36, which was found to be significant (χ 2 = 10.64, df = 1, p < .01)."

Discussion¶

Related Claims¶

• General-track students reported significantly lower initial interest in science than science-track students, with no difference in interest gain
• Dyad composition by gender and achievement level is not a confounding variable for knowledge acquisition 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
• No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry — related
• A Web-based collaborative inquiry project produces significant overall learning gains in science knowledge in secondary classrooms — related