Grid Model-based science curriculum raises 4th graders' internal goal orientation post-test scores relative to the general curriculum¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Post-test internal goal orientation scores differed significantly between experimental and control groups, favoring both experimental groups over their matched controls. → Neşe Kutlu Abu 2018

Evidence¶

Neşe Kutlu Abu 2018¶

Neşe Kutlu Abu, Murat Gökdere. (2018). The Effect of Differentiated Science Curriculum on Students' Motivational Regulations. Universal Journal of Educational Research 6(3): 455-465. https://doi.org/10.13189/ujer.2018.060312

q2 · i? · causal · r2

ANOVA on post-test MSLQ scores of 74 4th graders in two experimental and two control groups (Table 6: F = 7,485, p = ,000). The posthoc test showed "a significant difference between experimental group I and control group I, and between experimental group II and control group II".

"there is a significant difference between experimental group I and control group I, and between experimental group II and control group II in terms of internal goal orientation post test scores."

Discussion¶

Learner Variables¶

Achievement Goal Orientation — outcome: instruction changes it

Grid Model curriculum shows no significant post-test effect on external goal orientation, learning control belief, or test anxiety — related
Grid Model curriculum raises self-efficacy post-test scores of public-school students relative to controls — related
Grid Model curriculum raises task value post-test scores of public-school students relative to controls — related
Within the public-school experimental group, internal goal orientation and self-efficacy increased from pre-test to post-test — a narrower finding that bears on this claim
Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related

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