Physics students taught with the Inquiry Training model based on JITT show higher problem-solving ability than students taught with cooperative learning in General Physics II¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Posttest problem-solving ability differed significantly between the IT-JITT experimental class and the cooperative-learning control class (F = 55.725, sig. = 0.000). → Turnip et al. 2016
Evidence¶
Turnip et al. 2016¶
Betty Turnip, Ida Wahyuni, Yul Ifda Tanjung. (2016). The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill. Journal of Education and Practice, Vol.7, No.15. https://eric.ed.gov/?id=EJ1103095
q2 · i? · causal · r1
Quasi-experiment with two-group pretest-posttest design; experimental class used IT-JITT, control class used cooperative learning, sampled by cluster random sampling. One-way ANOVA on posttest problem-solving scores gave "F = 55.725 and sig. = 0.000"; no effect size is printed.
"From the results of hypothesis testing data in Tabl e 2 is shown posttes obtained F = 55.725 and sig. = 0.000, it means H a received and H 0 is rejected"
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Nigerian SS II physics students taught with computer-assisted STAD cooperative learning achieved significantly higher post-test scores than students taught with Individualized Computer Instruction — related
- Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity — 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
- Problem solving strategy is more effective than the scientific approach for students' ability to solve mathematical problems — related
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