Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in 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? Based on the significant three-way interaction of Girl × Low Achiever × General Track, female low achievers from the general track started with significantly lower pretest scores (7.7) but achieved the highest learning gains (17.9). → 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

Multilevel Model 1 interaction effect from the quasi-experimental study. The Girl × Low × General Track coefficient was −4.31 (p < .05) on pretest and the four-way interaction with learning gain was 5.78 (p < .05), closing the gap with similar boys and similar high achievers.

"Based on the significant three-way interaction of Girl × Low Achiever × General Track, we can state that although female low achievers from the general track started the project with significantly lower pretest scores (7.7), they achieved the highest learning gains (17.9), bringing their posttest score to a level that is closer to that of other groups."

Discussion¶

Related Claims¶

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