Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test¶

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 Laboratory Usage Self-efficacy Perception Scale scores improved significantly from pretest to post-test (p=.002). → 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

Wilcoxon Signed Rank Test on the experimental group's (n=12) LUSPS pretest-posttest scores; all 12 positive ranks, Z=-3.068, p=.002. The article reports pretest mean 14.17 rising to 22.45 at post-test.

"It is seen in Table 7 that there are significant differences between LUSPS pretest and post-test scores of the pre-service science teachers in the experimental group and this difference was in favor of the post-test scores (p= .002< .05)."

Discussion¶

Related Claims¶

• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of laboratory usage self-efficacy — related
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills — 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