Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory¶

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 Scientific Process Skills Test scores improved significantly from pretest to post-test after inquiry-based instruction (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) SPST pretest-posttest scores in the 14-week quasi-experiment; all 12 participants showed positive ranks, Z=-3.066, p=.002, favoring the post-test.

"It is seen in Table 3 that there are significant differences between pretest and post-test scores of the preservice science teachers in the experimental group and this difference is in favor of the post-test scores (p= .002< .05)."

Discussion¶

Related Claims¶

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