FACTs benefit lower-performing students most: significant gains for Passed and Passed-very-well students but not for Passed-with-distinction students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q1–q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the experimental group, pre-to-post gains were significant for students assessed Passed (p=.007) and Passed very well (p=.042), but not for Passed with distinction (p=.463). → Mária Ganajová 2021 q2 i? The authors conclude teaching with FACTs stimulated learning mainly in lower-performing students, consistent with Black and Wiliam's finding that lower achievers benefit most from FA. → Mária Ganajová 2021 (2)

Evidence¶

Mária Ganajová 2021¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q3 · i? · causal · r1

Paired t-tests within the experimental group by overall end-of-term assessment: P mean difference .114 (p=.007), PW .071 (p=.042), PD .020 (p=.463); hypothesis H4 confirmed.

"A statistically significant difference in the inquiry skill level between the pre-test and post-test was identified in average students (P) (p=.007; p<α) and very good students (PW) (p=.042; p<α). However, in excellent students (PD), the difference in the inquiry skill level between the pre-test and post-test was not statistically significant."

Mária Ganajová 2021 (2)¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q1 · i? · causal · r2

Authors' conclusion interpreting the assessment-group results; they link it to PISA 2018 data on low-performing Slovak students and to prior FA research on confidence and motivation.

"Moreover, it was found that teaching using FACTs stimulated learning mainly in the lower performing students, in this case, the highest efficacy in terms of inquiry skill development could be observed."

Discussion¶

Related Claims¶

• Only the designing-experiments inquiry skill improved significantly, and its gain correlates with the highest frequency of FACT use — related