The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Retention-test NOSS means were significantly higher in the experimental group (t = 17.286; p < 0.05). → Mustafa Metin 2022 q2 i? Retention-test SKS means were significantly higher in the experimental group (t = 8.883; p < 0.05). → Mustafa Metin 2022 (2)

Evidence¶

Mustafa Metin 2022¶

Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190

q2 · i? · causal · r1

Independent samples t-test on retention-test NOSS scores administered after four weeks in the same quasi-experimental study; experimental mean 100.47 vs control 90.59, "a significant difference (t = 17.286; p < 0.05) in favor of the experimental group." No effect size printed.

"the means of pre-service teachers in the experimental group in NOSS as a retention test is higher than the control group's ( x̄Experimental = 100.47; x̄Retention = 90.59). The results of the t-test show that there is a significant difference (t = 17.286; p < 0.05) in favor of the experimental group."

Mustafa Metin 2022 (2)¶

Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190

q2 · i? · causal · r2

Independent samples t-test on retention-test SKS scores administered after four weeks; experimental mean 106.50 vs control 99.15, "a significant difference (t = 8.883; p < 0.05) in favor of the experimental group." No effect size printed.

"the means of pre-service teachers in the experimental group in SKS as a retention test is higher than the control group's (x̄Experimental = 106.50; x̄Retention = 99.15). The results of the t-test show that there is a significant difference (t = 8.883; p < 0.05) in favor of the experimental group."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it

• Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it

• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
• In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone — related
• Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
• Neither group showed a significant decline from post-test to retention test on NOS or SK measures — related