GPA-based interdisciplinary science instruction produced significantly higher science achievement than regular instruction after five weeks¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 After five weeks, science achievement differed significantly across groups, with a large effect (partial eta-squared ƞ2=.147). → Celal Boyraz 2017 q3 i3 Experiment 2 (concepts during activities) and Experiment 3 (concepts at end) scored significantly higher than the control group, with large Cohen's d values (d=0.95 and d=0.87). → Celal Boyraz 2017 (2)

Evidence¶

Celal Boyraz 2017¶

Celal Boyraz, Gökhan Serin. (2017). Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice. Universal Journal of Educational Research 5(11). https://doi.org/10.13189/ujer.2017.051119

q3 · i3 · causal · r1

One-way ANOVA on achievement posttest scores of 82 third graders in three experimental GPA-based groups and one control group after a five-week intervention; the article reports F(3, 78)=4.486, p<.05, partial eta-squared ƞ2=.147, which it characterizes as a "large" effect, with statistical power .87.

"The results of the analysis showed that there was a significant difference between science achievement of the groups, F(3, 78)=4.486, p<.05, ƞ2=.147."

Celal Boyraz 2017 (2)¶

Celal Boyraz, Gökhan Serin. (2017). Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice. Universal Journal of Educational Research 5(11). https://doi.org/10.13189/ujer.2017.051119

q3 · i3 · causal · r1

Bonferroni post-hoc comparisons on the achievement posttest found the control group significantly lower than Experiment 2 (Cohen's d=0.95) and Experiment 3 (Cohen's d=0.87); the article characterizes both effect sizes as large in favour of the experimental groups.

"Accordingly, it was found as d=0.95 for the control and Experiment 2 groups, while it was d=0.87 for the control and Experiment 3 groups."

Discussion¶

Related Claims¶

• Teaching science concepts during the activities was the most effective timing of the three GPA-based treatments — related
• On a control-aligned portal test taken immediately after instruction, GPA-based groups showed no significant difference from the control group — reports the opposite
• On the EPA retention test, only the group taught concepts during the activities significantly outperformed the control group — related
• All three GPA-based groups retained significantly more science knowledge than the control group six months after instruction — related