Learning cycle approach-based teaching produced higher retention test scores eight months after implementation¶

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? Retention test scores differed significantly in favor of the experimental group, t(63)=31.74, 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

Independent t-test comparing retention test scores (achievement test re-administered after 8 months) of experimental (M=22.78, SD=.64) and control (M=11.59, SD=1.91) groups. The article concludes learning cycle teaching "provides more retentive learning".

"there is a sign ificant difference between the retention test scores of experiment al and control group in favor of experimental group (t(63)= 31.74, *p<.01)"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

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 produced higher motivation scale post-test scores than teacher-centered teaching — related
• Technology-supported teaching produced higher learning retention four months later, while control-group retention fell below its pre-test level — related
• Learning cycle approach-based teaching did not significantly change attitudes towards science course compared with teacher-centered teaching — related
• Jigsaw cooperative learning produced better retention of knowledge after 11 weeks than traditional teaching — related