The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group's SPST post-test mean rank (24.96) was significantly higher than the control group's (12.04), U=66.50, p=.020. → 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 SPST scores of the experimental group (mean rank 24.96) and control group (mean rank 12.04), each n=12, after the 14-week intervention; groups were equivalent at pretest (U=60.50, p=.503).
"This result indicates that there is a significant difference between the SPST post-test scores of the experimental group and the control group in favor of the experimental group (U=66.50, p=.020< .05)."
Discussion¶
Related Claims¶
- The control group taught with the traditional approach also improved significantly on scientific process skills from pretest to post-test — related
- Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
- Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test — related
- Teaching with FACTs produces significantly better inquiry-skill post-test results than teacher-centred teaching without FACTs in upper-secondary science — related
- The experimental group's descriptive pre- and post-test means were higher than the control group's, but the unadjusted difference was not tested — related
- ADI-based laboratory instruction improves academic achievement in geometrical optics more than traditional laboratory instruction for pre-service science teachers — related
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