Grid Model curriculum raises task value 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? Task value post-test scores differed significantly between experimental group I and control group I, with the public-school experimental group higher. → 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 task value scores (Table 6: F = 4,105, p = ,010). The authors note the public-school experimental mean was higher than the control group's, indicating positive general attitudes toward the Grid-based science activities.

"a significant difference was found between the task value post -test test scores of the experimental group I and the control group I (Table 6)."

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 self-efficacy 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