ISIA supported students at all academic achievement levels, with a significant treatment-by-level interaction only for conceptual understanding¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 For conceptual understanding there was a significant treatment-by-achievement-level interaction with a moderate effect size (η2 = 0.06), while the main effect for levels was not significant. → Fan et al. 2018 q3 i? For inquiry process skills and confidence there was no significant interaction with achievement level, and the main effect for levels was not significant. → Fan et al. 2018 (2)

Evidence¶

Fan et al. 2018¶

Xinxin Fan, David Geelan and Robyn Gillies. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences. https://doi.org/10.3390/educsci8010029

q3 · i2 · causal · r2

3 × 2 between-groups ANCOVA with pre-test covariate on conceptual understanding across low, middle and high achievement levels; the article reports the significant interaction "F (2, 110) = 3.74, p = 0.027" with "η2 = 0.06".

"After adjusting for scores at pre-test, there was a significant interaction effect. F (2, 110) = 3.74, p = 0.027, with a moderate effect size (η2 = 0.06). There was a statistically significant main effect for groups, F (1, 110) = 91.64, p = 0.000; and the effect size was large (η2 = 0.45). The main effect for levels, F (2, 110) = 0.61, p = 0.55, did not reach statistical significance."

Fan et al. 2018 (2)¶

Xinxin Fan, David Geelan and Robyn Gillies. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences. https://doi.org/10.3390/educsci8010029

q3 · i? · causal · r2

ANCOVA on inquiry process skills across achievement levels found no interaction (p = 0.61) and no significant main effect for levels (p = 0.17); no effect size is printed for the null interaction. The confidence ANCOVA interaction was significant (F (2, 110) = 4.43, p = 0.014, η2 = 0.08).

"The results of an ANCOVA revealed that, after adjusting for scores at pre-test, there was no interaction effect for different levels of academic achievement: F (2, 110) = 0.50, p = 0.61."

Discussion¶

Related Claims¶

• Normalized conceptual-understanding gains favoured the ISIA group at every achievement level — related
• ISIA students developed significantly greater inquiry process skills than conventional-instruction peers — related