The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of laboratory usage self-efficacy¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's LUSPS post-test mean rank (22.45) was significantly higher than the control group's (16.82), U=34.50, p=.000. → Ceylan ŞEN 2016

Evidence¶

Ceylan ŞEN 2016¶

Ceylan ŞEN, Gülşah SEZEN VEKLİ. (2016). The Impact of Inquiry Based Instruction on Science Process Skills and Self-efficacy Perceptions of Pre-service Science Teachers at a University Level Biology Laboratory. Universal Journal of Educational Research 4(3): 603-612. https://doi.org/10.13189/ujer.2016.040319

q2 · i? · causal · r1

Mann-Whitney U test comparing post-test LUSPS scores of the experimental group (mean rank 22.45) and control group (mean rank 16.82), each n=12; groups were equivalent at pretest (U=52.00, p=.246).

"This result indicates that there is a significant difference between the LUSPS post-test scores of the experimental group and the control group in favor of the experimental group (U=34.50, p=.000< .05)."

Discussion¶

Related Claims¶

• Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test — related
• Pre-service science teachers in the inquiry group reported both positive experiences (permanent learning, active research, cooperation) and difficulties (time demands, unreliable resources) — related
• ADI-based laboratory instruction improves academic achievement in geometrical optics more than traditional laboratory instruction for pre-service science teachers — related