High ability students achieved more than low ability students in both the constructivist and the transmissive learning environments¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the constructivist group high ability students significantly outscored low ability students (t=8.44), and within the transmissive group high ability students significantly outscored low ability students (t=6.99). → Atomatofa 2016

Evidence¶

Atomatofa 2016¶

Atomatofa, R., Okoye, N., & Igwebuike, T. (2016). Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria. Universal Journal of Educational Research 4(6): 1471-1478. doi:10.13189/ujer.2016.040627

q2 · i? · causal · r1

t-test comparison of 146 students categorized by BSSAT scores (60% and above high ability; below 40% low ability): constructivist high (n=26, mean 30.31) vs low (n=44, mean 20.52), t=8.44; transmissive high (n=28, mean 26.39) vs low (n=48, mean 19.41), t=6.99. No effect size printed.

"A significant difference in the mean achievement test between high and low ability students in the constructivist group. A significant difference in the mean achievement scores between high and low ability students in the transmissive group."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The constructivist environment significantly favoured high ability students over high ability transmissive students, but low ability constructivist and low ability transmissive students did not differ significantly — a narrower finding that bears on this claim
• Students taught basic science in a constructivist learning environment achieved significantly more at posttest than students taught in a transmissive learning environment — a broader claim this one bears on
• Descriptively, the high constructivist group showed the largest gain over the posttest grand mean and the low transmissive group the largest deficit — related
• High pre-achievement students significantly outscored low pre-achievement students in reading comprehension — related
• Gains from the 7E model were significant for low- and average-intelligence students but not for high-intelligence students, with gain magnitude decreasing across intelligence levels — related