Students in revised higher-inquiry rock and mineral laboratory sections scored significantly higher than traditional-section students on postlab assessments¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Revised laboratory course students scored significantly higher on the post-laboratory class three color question and the post-laboratory class four Venn diagram assessment than traditional laboratory course students. → Grissom 2015 q3 i? On the post-laboratory class five identification assessment, revised students scored significantly higher on the first and extra credit questions, with no statistically significant difference on the second and third questions. → Grissom 2015 (2)

Evidence¶

Grissom 2015¶

Grissom, A. N., Czajka, C. D., and McConnell, D. A. (2015). Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning. Journal of Geoscience Education 63, 285–296. https://doi.org/10.5408/14-050.1

q3 · i? · causal · r2

Quasi-experimental comparison in fall 2013 of 207 students in revised versus 153 in traditional rock and mineral laboratory sections, with TAs randomly assigned to format. Independent t-tests of postlab mean scores favored the revised sections; e.g., the Venn diagram comparison reached p < 0.001, described as "significantly higher on this assessment".

"Independent t-test results of mean scores indicated that the revised laboratory course students scored significantly higher on this question than the traditional laboratory course students (Table VI)."

Grissom 2015 (2)¶

Grissom, A. N., Czajka, C. D., and McConnell, D. A. (2015). Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning. Journal of Geoscience Education 63, 285–296. https://doi.org/10.5408/14-050.1

q3 · i? · causal · r2

Post-laboratory class five assessment in which students identified samples in a box of 12 rock and mineral specimens; the effect held for two questions but not the other two, so the benefit was partial across measures.

"Students in the revised sections scored significantly higher on both the first question and on the extra credit question, but there was no statistically significant difference on the second and third questions (Table VI)."

Discussion¶

Related Claims¶

• Revised-section students scored significantly higher on the rock and mineral portion of the midterm exam despite identifying half as many samples — related
• Rubric-guided revisions measurably shifted the inquiry-level composition of the three targeted laboratory classes toward higher levels — related
• Students in the revised geologic time laboratory scored significantly higher on the final exam Earth history question — related