ISIA students developed significantly greater inquiry process skills than conventional-instruction peers¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Students taught with the ISIA scored significantly higher on the inquiry process skills survey at post-test, with a large effect size. → Fan et al. 2018

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 · i3 · causal · r2

One-way between-groups ANOVA on the 13-item inquiry process skills survey at post-test in the same quasi-experimental trial; the article reports "η2 = 0.38, a large effect size" favouring the ISIA group.

"There was a statistically significant difference at the p < 0.05 level in scores for the two groups: F (1, 115) = 71.36, p = 0.000, η2 = 0.38, a large effect size."

Discussion¶

Related Claims¶

• ISIA students gained significantly more confidence in their learning than conventional-instruction peers — related
• ISIA students gained significantly more conceptual understanding of forces and motion than conventional-instruction peers — related
• ISIA supported students at all academic achievement levels, with a significant treatment-by-level interaction only for conceptual understanding — related
• ISIA effects showed no significant main effects of sex, but significant treatment-by-sex interactions for conceptual understanding and confidence — related