Learning cycle approach-based science teaching produced higher academic achievement post-test scores than teacher-centered teaching in 4th-grade students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learning cycle approach-based science teaching was more efficient for improving academic achievement than teacher centered teaching, F(1, 63)=98.71, p<.01. → Uyanık 2016

Evidence¶

Uyanık 2016¶

Gökhan Uyanık. (2016). Effect of Learning Cycle Approach-based Science Teaching on Academic Achievement, Attitude, Motivation and Retention. Universal Journal of Educational Research 4(5): 1223-1230. https://doi.org/10.13189/ujer.2016.040536

q3 · i? · causal · r2

Pretest-posttest quasi-experiment with 65 4th-grade students in two randomly assigned classes (experimental N=33, control N=32) in Kastamonu, Turkey. One-way ANOVA on the 28-item achievement test showed "in favor of experimental group F(1, 63)= 98.71, *p<.01"; no effect size printed.

"there is a sign ificant difference between the academic achievement test post -test scores of experimental and control group in favor of experimental group F(1, 63)= 98.71, *p<.01"

Discussion¶

Related Claims¶

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