Inquiry-based students' scores increased at a faster pace than subject matter students' scores over the twelve-week study¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Over the twelve-week investigation, content knowledge scores for the inquiry-based instruction group increased at a faster pace than scores for the subject matter group. → Thoron 2011

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

q1 · i? · causal · r2

Authors' interpretation in the Discussion section, based on the pattern of posttest means across the seven units (IBI means rising from 63.49 to 80.68 while SM means stayed near 60); no statistical test of the pace difference is printed.

"Finally, over the course of the twelve–week investigation, scores for the inquiry–based instruction increased at a faster pace than scores for students in the subject matter group."

Discussion¶

Related Claims¶

• Inquiry-based instruction produced higher content knowledge achievement than the subject matter approach in secondary agriscience classes on six of seven unit posttests — related
• No significant difference between inquiry-based and subject matter groups on the first unit posttest — related
• Controlled studies comparing exploration-based investigation with explicit instruction overwhelmingly favor explicit instruction for science content learning — related
• Demographic variables showed negligible relationships with content knowledge posttests and teaching method — related