Form two physics students taught through intensive practical activities significantly outperformed students taught by conventional lecture-based methods on a post-test of chosen topics¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's post-test mean score of 53.0 was significantly higher than the control group's 29.5 (t = 3.14, exceeding the tabulated value of 1.93). → Musasia 2016

Evidence¶

Musasia 2016¶

Musasia, A. M., Ocholla, A. A., & Sakwa, T. W. (2016). Physics Practical Work and Its Influence on Students' Academic Achievement. Journal of Education and Practice, 7(28). https://eric.ed.gov/?id=EJ1118591

q3 · i? · causal · r1

Quasi-experimental pre-test/post-test non-equivalent group study in ten Kenyan secondary schools; 235 experimental and 215 control students. The t-test on post-test means showed "the control group and experimental group performance were signi ficantly different from each other".

"The t-test value was 3.14; this was greater t han the tabulated t-value (1.93). This indicates th at the control group and experimental group performance were signi ficantly different from each other."

Discussion¶

Related Claims¶

• Boys outperformed girls on physics post-tests in both the practical-work and conventional groups, and the experimental group's improvement was larger for boys — related
• Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
• Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods — related
• Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — related
• Students taught light and sound waves with guided inquiry teaching method scored significantly higher at post-test than students taught with the conventional method — related
• The inverted classroom produced a significantly higher post-test mean than the traditional classroom on the Work, Energy & Power topic (Test 2) in pre-university physics — related