Grid Model curriculum raises self-efficacy post-test scores of public-school students relative to controls¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Self-efficacy post-test scores differed significantly in favor of experimental group I over control group I. → 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

Posthoc comparison following ANOVA of post-test MSLQ self-efficacy scores (Table 6: F = 4,221, p = ,008). The authors interpret the gain as arising from students being able to choose activities appealing to their interests and accomplish them under the Grid Model.

"According to posthoc results, when the self -efficacy post-test scores of co ntrol group I and control group I are compared, there is a significant difference in favor of experimental group I."

Discussion¶

Related Claims¶

• Grid Model curriculum shows no significant post-test effect on external goal orientation, learning control belief, or test anxiety — related
• Grid Model-based science curriculum raises 4th graders' internal goal orientation post-test scores relative to the general curriculum — 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 — related
• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related