Inquiry-based instruction produced higher content knowledge achievement than the subject matter approach in secondary agriscience classes on six of seven unit posttests¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After adjusting for pretest scores, students taught through inquiry-based instruction scored significantly higher on content knowledge posttests than students taught through the subject matter approach on six of seven instructional units. → Thoron 2011 q2 i? The largest adjusted difference appeared on the sixth instructional unit, where the inquiry group's posttest advantage was statistically significant. → Thoron 2011 (2)

Evidence¶

Thoron 2011¶

Thoron, A. C., & Myers, B. E. (2011). Effects of Inquiry–based Agriscience Instruction on Student Achievement. Journal of Agricultural Education, 52(4). https://doi.org/10.5032/jae.2011.04175

q2 · i? · causal · r2

Quasi-experimental ANCOVA with student pretest as covariate, comparing intact inquiry-based (n = 170) and subject matter (n = 135) classes across seven units; the article reports this second-unit contrast as "statistically significant" with F(19,550) = 17.30, p ≤ .001, r2 = .20.

"This difference in posttest scores was found to be statistically significant , F(19,550) = 17.30, p ≤ .001, r2 = .20."

Thoron 2011 (2)¶

Thoron, A. C., & Myers, B. E. (2011). Effects of Inquiry–based Agriscience Instruction on Student Achievement. Journal of Agricultural Education, 52(4). https://doi.org/10.5032/jae.2011.04175

q2 · i? · causal · r2

Same ANCOVA analysis for the sixth instructional unit: the inquiry-based group mean was 81.64 (SD = 10.32) versus the subject matter group mean of 60.00 (SD = 16.35), reported as "statistically significant" with F(41,219) = 230.72, p ≤ .001, r2 = .62.

"This difference in posttest scores was found to be statistically significant, F(41,219) = 230.72, p ≤ .001, r2 = .62."

Discussion¶

Related Claims¶

• Inquiry-based instruction produces higher argumentation skills than the subject matter approach in secondary agriscience students — related
• No significant difference between inquiry-based and subject matter groups on the first unit posttest — a narrower finding that bears on this claim
• Inquiry-based students' scores increased at a faster pace than subject matter students' scores over the twelve-week study — related
• Demographic variables showed negligible relationships with content knowledge posttests and teaching method — related