Guided inquiry's advantage over conventional teaching holds for reflective but not impulsive students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among reflective students, guided inquiry significantly outperformed conventional teaching (t = 10.55, p<0.05; means 26.54 vs 21.91). → Margunayasa 2019 q3 i? Among impulsive students, there was no significant difference between guided inquiry and conventional teaching (t = 0.33, p>0.74); equivalence was not tested. → Margunayasa 2019 (2)

Evidence¶

Margunayasa 2019¶

Margunayasa, I G., Dantes, N., Marhaeni, A.A.I.N., & Suastra, I W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737-750. https://eric.ed.gov/?id=EJ1201135

q3 · i? · causal · r2

Simple-effect t-test following the significant interaction, in reflective students of the same quasi-experiment; guided inquiry mean was 26.54 vs conventional 21.91. The article reports "t = 10.55 and p<0.05".

"there is a significant difference in science learning achieve ment between the students who learned through guided inquiry learning model and those who learned through conventional teaching model in those with reflective cognitive style (t = 10.55 and p<0.05)"

Margunayasa 2019 (2)¶

Margunayasa, I G., Dantes, N., Marhaeni, A.A.I.N., & Suastra, I W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737-750. https://eric.ed.gov/?id=EJ1201135

q3 · i? · causal · r2

Simple-effect t-test in impulsive students of the same quasi-experiment; guided inquiry mean was 21.66, slightly below conventional 22.83, and the difference was not significant. No effect size was printed.

"there is no significant difference in science learning achievement between the students who learned through guided learning model and those who learned through conventional teaching model and those with impulsive cognitive style (t = 0.33 and p>0.74)"

Discussion¶

Related Claims¶

• Students taught light and sound waves with guided inquiry teaching method scored significantly higher at post-test than students taught with the conventional method — a broader claim this one bears on
• Gender has no significant influence on mean achievement scores of students taught light and sound waves using guided inquiry teaching method — related
• Reflective students outperform impulsive students in science learning achievement — related
• Guided inquiry learning yields higher fifth-grade science achievement than conventional teaching — a broader claim this one bears on
• Impulsive students' cognitive style tendency appears to shift toward reflective after guided inquiry — related
• Teaching model and cognitive style interact significantly in their effect on science achievement — a broader claim this one bears on