High-interest students outperformed medium- and low-interest students, while medium- and low-interest students did not differ¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students with high learning interest scored better than those with medium interest (F = 9.801 > 6.169) and low interest (F = 10.259 > 6.169); medium and low interest did not differ (F = 0.734 < 6.169). → Permatasari and Gunarhadi 2019
Evidence¶
Permatasari and Gunarhadi 2019¶
Berti Dyah Permatasari, Gunarhadi, & Riyadi. (2019). The influence of problem based learning towards social science learning outcomes viewed from learning interest. International Journal of Evaluation and Research in Education (IJERE), 8(1), 39-46. https://iaescore.com/journals/index.php/IJERE
q3 · i? · causal · r2
Post-hoc inter-column mean comparison tests after the ANOVA (Table 3). High vs medium: F obs 9.801; high vs low: F obs 10.259, both exceeding F table 6.169; medium vs low: F obs 0.734, H0 accepted. No effect sizes are printed.
"It can be concluded that the results of social science students with an interest in learning the high better than the results of social science students with an interest in learning medium."
Discussion¶
Learner Variables¶
- Interest — predictor: learners who differ on it differ in outcomes
- Motivation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Verbal ability has a significant main effect on primary students’ interest in mathematics, with higher verbal ability groups scoring higher — related
- Students with high curiosity achieved higher reading comprehension scores than students with low curiosity — related
- High and average creative-ability students significantly outperformed low creative-ability students, but high and average did not differ — related
- Positive information prediction errors are associated with better memory for low-curiosity answers, more strongly at older ages — related
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