Learning model interacts with student attitudes and perceptions in affecting geometry concept understanding¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a significant interaction between learning model (structured inquiry vs conventional) and student attitudes/perceptions (high vs low) on geometry concept understanding (chi-square 38.265, df 3, Asym. sig. 0.000). → Salim 2015

Evidence¶

Salim 2015¶

Salim, K. & Tiawa, D.H. (2015). Implementation of Structured Inquiry Based Model Learning Toward Students' Understanding of Geometry. International Journal of Research in Education and Science (IJRES), 1(1), 75-83. https://eric.ed.gov/?id=EJ1105196

q2 · i? · causal · r1

Third hypothesis in the same quasi-experiment; Table 9 prints the third hypothesis Kruskal-Wallis "Chi-Square 38.265", df 3, Asym. sig. 0.000, so the null was rejected. Figure 2 graphs the interaction, with the experimental class marginally higher in general.

"There is interaction between students learning model with an attitude of students Based on the results of comparative tests"

Discussion¶

Related Claims¶

• High versus low student attitudes and perceptions show no significant difference in geometry concept understanding — related
• Structured inquiry instruction produces significantly higher geometry concept understanding than conventional instruction in a quasi-experiment — related
• Students taught with structured inquiry report more favourable attitudes and perceptions than conventionally taught students — related
• The effect of drama-based teaching on concept understanding did not interact with students' achievement level, benefiting high, average, and low achievers alike — related
• The effect of drama-based teaching on attitudes towards science learning did not interact with achievement level — related