Student preference for grasping information showed a significant main effect on water unit change scores but not on soil unit change scores¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 For the water science unit, preference for grasping experience had a significant main effect with ηp2 = 0.09 (F(1,115) = 11.07, p = 0.01). → Kasee L. Smith & John Rayfield 2017 q3 i? For the soil science unit, the grasping main effect was not significant (F = 0.41, p = 0.53); no effect size is printed for this null result. → Kasee L. Smith & John Rayfield 2017 (2)

Evidence¶

Kasee L. Smith & John Rayfield 2017¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i2 · causal · r2

Omnibus univariate ANOVA for the water science unit (n = 121). The preference main effect is reported as significant with ηp2 = 0.09, which falls in Cohen's medium range per the article's cited guidelines.

"Significant differences were found for both preference for grasping experience (F(1,115) = 11.07, p = 0.01, ηp2 = 0.09) and cognitive sequence of instruction (F(2,115) = 60.65, p = 0.01, ηp2 = 0.51)."

Kasee L. Smith & John Rayfield 2017 (2)¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i? · causal · r2

The soil science ANOVA table (mislabeled Table 3) reports the Grasping row as F = 0.41, p = 0.53, not significant at the adjusted alpha of p ≤ 0.02. The article prints no effect size for this non-significant result.

"Grasping 93.95 1 93.95 0.41 0.53 0.01 0.10"

Discussion¶

Related Claims¶

• Most students in the study preferred grasping experience through apprehension, and pretest differences between sites existed only on the soil unit — related
• Cognitive sequence of instruction had a large main effect on change scores on both STEM units — related
• On the soil science unit, cognitive sequence of instruction interacted with student preference for grasping information in predicting pretest-to-posttest change scores — related
• On the water science unit, student preference for grasping information interacted with cognitive sequence of instruction in predicting pretest-to-posttest change scores — related
• Students achieved higher pretest-to-posttest change scores when a unit was sequenced to begin with their preferred mode of grasping information, regardless of unit content — related