Learning cycle approach-based teaching produced higher motivation scale post-test scores than teacher-centered teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learning cycle approach-based teaching was more efficient for improving motivation for science learning, F(1, 63)=119.021, 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 · r1

One-way ANOVA on the 19-item Motivation Scale towards Science Learning in the same quasi-experiment (N=65). The article states the learning cycle group "was more efficient for improving motivation for science learning"; no effect size printed.

"there is a sign ificant difference between motivation scale post- test scores of experiment al and control group in favor of experimental group F(1, 63)= 119.021, *p<.01"

Discussion¶

Related Claims¶

• Learning cycle approach-based science teaching produced higher academic achievement post-test scores than teacher-centered teaching in 4th-grade students — related
• Learning cycle approach-based teaching did not significantly change attitudes towards science course compared with teacher-centered teaching — related
• Learning cycle approach-based teaching produced higher retention test scores eight months after implementation — related