Teaching with FACTs produces significantly better inquiry-skill post-test results than teacher-centred teaching without FACTs in upper-secondary science¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2021 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? After five months of teaching with FACTs, the experimental group scored significantly higher than the control group on the inquiry-skills post-test (p=.001). → Mária Ganajová 2021 q3 i? Within the experimental group, inquiry skills improved significantly from pre-test to post-test (paired t-test p=.004), while the control group showed no significant change (p=.613). → 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 · r2

Quasi-experimental pre-test/post-test two-group study in three Slovak upper-secondary schools; experimental group n=73 taught with FACTs, control group n=48 taught without them, same teachers, content and duration. Post-test comparison was significant.

"However, the comparison of the post-test results showed a statistically significant difference between the experimental and the control group (p=.001, therefore p<α)."

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

q3 · i? · causal · r1

Paired-sample t-test comparing pre-test and post-test within each group; experimental group mean difference .054 (p=.004), control group .011 (p=.613), confirming hypothesis H2.

"The paired t-test value in the experimental group (Pair E) was p=.004, therefore p<α. In the experimental group, a statistically significant difference in the inquiry skill development, was confirmed."

Discussion¶

Related Claims¶

• Only the designing-experiments inquiry skill improved significantly, and its gain correlates with the highest frequency of FACT use — a narrower finding that bears on this claim
• Upper-secondary students show a low initial level of inquiry skills under prevalent teacher-centred teaching — related
• A teacher-led sourcing intervention increased upper secondary students' use of source features in search queries during online inquiry — related
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills — related
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related