Guidance during inquiry learning improves performance success during the inquiry (d = 0.71), with type of guidance moderating this effect¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Across the synthesized studies, guidance had a facilitative overall effect on performance success, d = 0.71, 95% CI [0.52, 0.90]. → Lazonder 2016

Evidence¶

Lazonder 2016¶

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366

q4 · i2 · quant-synthesis · r?

Random-effects meta-analysis of studies assessing performance success, defined as "what learners managed to achieve during the inquiry, as evidenced by the products they created throughout the learning process." The summary effect was d = 0.71 with a confidence interval excluding zero.

"Results showed facilitative overall effects of guidance on learning activities (d = 0.66, 95% CI [0.44, 0.88]), performance success (d = 0.71, 95% CI [0.52, 0.90]), and learning outcomes (d = 0.50, 95% CI [0.37, 0.62]). Type of guidance moderated the effects on performance success but not on the other two outcome measures."

Discussion¶

Related Claims¶

• Teacher Guided Inquiry Outperforms Student Led — the general claim this finding bears on, with the studies behind it

- Guidance during inquiry learning improves post-inquiry learning outcomes (d = 0.50) — the general claim this finding bears on, with the studies behind it¶

• Guidance during inquiry learning produces a medium-to-large improvement in learners' use of inquiry skills during the inquiry — related
• Innovative learning is more effective than conventional learning for junior high school students' mathematical problem-solving ability (summary effect 0.95, 95% CI 0.71–1.19) — related
• Inquiry Based Teaching Improves Science Achievement — related