All three GPA-based groups retained significantly more science knowledge than the control group six months after instruction¶

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 Achievement retention scores six months after instruction differed significantly across groups, partial eta-squared ƞ2=.270. → Celal Boyraz 2017 q3 i3 All three experimental groups scored significantly higher than the control on retention, with large Cohen's d values (d=1.27, d=1.33, d=1.07). → 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 the achievement retention test administered six months after the five-week unit to the same 82-student sample; the article reports F(3,78)=9.641, p<.05, partial eta-squared ƞ2=.270, a large effect with statistical power .99.

"there was a significant difference between the groups in terms of their retention levels six months after the unit "Let's Learn About Force" was covered, F (3,78)=9.641, p<.05, ƞ2= .270."

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 tests on the retention test showed all three experimental groups significantly higher than the control (p=.000, .000, .001), with Cohen's d of 1.27, 1.33 and 1.07 respectively, described as large in favour of the experimental groups.

"it was found as d=1.27 for the control and Experiment 1 groups, d=1.33 for the control and Experiment 2 groups, and d=1.07 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
• GPA-based interdisciplinary science instruction produced significantly higher science achievement than regular instruction after five weeks — related
• The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related