Supplementing chemistry instruction with fiction excerpts produced no statistically significant difference in post-assessment achievement compared with traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a quasi-control classroom comparison (25 control, 24 intervention students), post-assessment differences between the intervention and control groups were statistically insignificant on both chemical reaction questions and the total test. → Randy K Yerrick 2017

Evidence¶

Randy K Yerrick 2017¶

Randy K Yerrick, Tiffany Simons. (2017). The Affordances of Fiction for Teaching Chemistry. Science Education International, Volume 28, Issue 3. https://www.stemedu.org/science-education-international/

q2 · i? · causal · r1

Quasi-control action research design: one 84-minute block received traditional lecture/lab instruction, one received fiction-supplemented instruction; 49 students over 4 weeks. Standard t-tests were assigned to achievement data; the control-versus-intervention comparison yielded p = 0.378 (chemical reaction questions) and p = 0.4999 (total test) in Table 3, described as "statistically insignificant".

"While the differences between the chemical reaction questions and total final assessments were slightly greater for the intervention group, the differences were statistically insignificant."

Discussion¶

Related Claims¶

• Fiction excerpts increased engagement and interest particularly among students who typically underachieved in science — related
• Inserting fiction excerpts into chemistry instruction shifted classroom discourse toward more student questions, peer challenge, and evidence-based argumentation — related