High prior Biology achievers showed more global warming awareness, decreasing behavior and critical thinking than low achievers, but did not differ significantly in global warming knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 High Biology achievers (T-score ≥ 50) had more awareness generally and in two areas, higher decreasing behavior generally and in five areas, and higher critical thinking generally and in three areas except assumption identification than low achievers (p ≤ .007). → Chattuchai et al. 2015 q2 i? The two Biology-achievement groups did not differ significantly in global warming knowledge. → Chattuchai et al. 2015

Evidence¶

Chattuchai et al. 2015¶

Chattuchai, S., Singseewo, A., & Suksringarm, P. (2015). Development of knowledge, awareness, global warming decreasing behavior and critical thinking of grade 11 students using the Four Noble Truths method with meta-cognitive techniques. Educational Research and Reviews, 10(16), 2268-2275. https://doi.org/10.5897/ERR2015.2360

q2 · i3 · large multivariate effect, partial η² = .538 · causal · r2

Two-way MANCOVA/ANCOVA comparison of high versus low Biology achievers (T-score split) within the 80-student quasi-experiment; the article reports significance at "p ≤.007". Table 2 prints the omnibus Biology-learning-outcome effect as Wilks' Lambda F(4, 69) = 20.084, p < .001, partial eta squared = .538, for the four outcomes together; the per-aspect ANCOVAs (Tables 3 to 5) print partial eta squared from .065 to .306 for the significant aspects. Prior achievement was measured, not assigned, so this is a difference between groups of learners, not an effect of instruction. The article prints no separate test or effect size for knowledge, which it reports only as not differing.

"The high Biology achievers had more global warming awareness generally and in two areas (awareness of global warming impact and global warming prevention); higher global warming decreasing behavior generally and in five areas; and higher critical thinking generally and in three areas, except for assumption identification tha n the low Biology achievers (p ≤.007)"

Discussion¶

Related Claims¶

• Prior Biology learning outcome interacted significantly with learning model on global warming awareness, decreasing behavior and critical thinking — related
• Students in both the experimental and control groups improved on all four outcomes from pretest to posttest — related
• Grade 11 students taught environmental education with the Four Noble Truths method plus metacognitive techniques scored higher than traditionally taught students on pretest-adjusted posttests of global warming knowledge, awareness, decreasing behavior and critical thinking, except in the deduction aspect — related