Interdisciplinary biology–PE teaching produces significantly greater knowledge growth than subject-related lessons in German sixth-form students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i3 large
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person
Design limits · Katharina Spintzyk 2016: groups were assigned but students were analysed as independent · Katharina Spintzyk 2016 (2): groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i3 The interaction effect of the significant developmental differential between the test and control group is high (η²p = 0.43), with the treatment favoring the test group. → Katharina Spintzyk 2016 q2 i? At post-test the test group achieved better average knowledge-test values than the control group. → Katharina Spintzyk 2016 (2)

Evidence¶

Katharina Spintzyk 2016¶

Katharina Spintzyk, Friederike Strehlke, Stephanie Ohlberger, Bernd Gröben, and Claas Wegner. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education. Science Educator, Vol. 25, No. 1. https://eric.ed.gov/?id=EJ1110252

q2 · i3 · causal · r2

Quasi-experimental test/control group study with 141 German sixth-form students taught three hours weekly for six weeks; ANOVA with repeated measurements on knowledge-test total scores, analyzed with SPSS 21 at a 5% significance level. The printed effect size for the interaction is η²p = 0.43, reported in the article as "high I2 p=0.43".

"The evaluation showed a high signifi cance for the time of measurement ((F(1, 113.24)=126, p<0.01) and the treatment ((F(1, 94.12)=126, p<0.01) in favor of the test group. The interaction effect of this signifi cant developmental differen- tial between the test and control group is high I2 p=0.43"

Katharina Spintzyk 2016 (2)¶

Katharina Spintzyk, Friederike Strehlke, Stephanie Ohlberger, Bernd Gröben, and Claas Wegner. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education. Science Educator, Vol. 25, No. 1. https://eric.ed.gov/?id=EJ1110252

q2 · i? · causal · r2

Descriptive pre-/post-test values from the knowledge test: at t2 the test group (N=64) scored M = 12.42, SD = 4.2 versus the control group (N=64) at M = 6.31, SD = 2.64; at t1 the groups differed only slightly (M = 6.67 vs M = 6).

"At the time of measurement t 2, the test group N=64 achieved better average val- ues (M = 12.42, SD = 4.2) than the con- trol group N=64 (M = 6.31, SD = 2.64)."

Discussion¶

Related Claims¶

• The subject-taught control group showed no significant knowledge increase while the interdisciplinary test group did — related
• Narrative instruction produces higher transfer performance than expository instruction in undergraduate biology learning — related
• GPA-based interdisciplinary science instruction produced significantly higher science achievement than regular instruction after five weeks — related