Inquiry-based instruction produces higher argumentation skills than the subject matter approach in secondary agriscience students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught through inquiry-based instruction achieved significantly higher argumentation skill scores than students taught through the subject matter approach (ANCOVA F(127) = 30.23, p ≤ .001, r2 = .29). → Andrew C. Thoron 2012 q3 i? Mean argumentation scores were 6.44 (SD = 1.74) for the inquiry-based group versus 5.39 (SD = 1.68) for the subject matter group. → Andrew C. Thoron 2012 (2)

Evidence¶

Andrew C. Thoron 2012¶

Andrew C. Thoron, Brian E. Myers. (2012). Effects of Inquiry–based Agriscience Instruction and Subject Matter–based Instruction on Student Argumentation Skills. Journal of Agricultural Education, 53(2), 58–69. https://doi.org/10.5032/jae.2012.02058

q3 · i? · causal · r2

Univariate analysis of covariance in a quasi-experimental study of intact agriscience classes, with pretests of content knowledge as covariate. The article reports "significant differences in argumentation skills" between the two teaching methods, with r2 = .29, and the null hypothesis was rejected.

"The univariate analysis of covariance [F(127) = 30.23, p ≤ .001, r2 = .29] revealed significant differences in argumentation skills at the alpha level of .05 between students taught by the two teaching methods"

Andrew C. Thoron 2012 (2)¶

Andrew C. Thoron, Brian E. Myers. (2012). Effects of Inquiry–based Agriscience Instruction and Subject Matter–based Instruction on Student Argumentation Skills. Journal of Agricultural Education, 53(2), 58–69. https://doi.org/10.5032/jae.2012.02058

q3 · i? · causal · r2

Post-treatment argumentation scores measured with Schen's (2007) rubric in the quasi-experimental sample (response rate 86.2%). The inquiry-based group's mean of 6.44 exceeded the subject matter group's mean of 5.39; these means are descriptive and no effect size is printed for the contrast.

"The mean argumentation score was higher for the inquiry –based instruction (M = 6.44, SD = 1.74) than for subject matter instruction (M = 5.39, SD = 1.68)."

Discussion¶

Related Claims¶

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