Learning cycle approach-based teaching did not significantly change attitudes towards science course compared with teacher-centered teaching¶

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? The difference between attitude scale post-test scores of experimental and control group was not significant, F(1, 63)=2.208, 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

One-way ANOVA on the 18-item Attitude Scale towards Science Course in the quasi-experiment (N=65). The article reports groups "were similar to eac h other in terms of attitude towards science lesson after experimental process"; no effect size printed.

"there is not any significant difference between the attitude scale post- test scores of experimental and co ntrol group F(1, 63)= 2.208, 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 produced higher motivation scale post-test scores than teacher-centered teaching — related
• Learning cycle approach-based teaching produced higher retention test scores eight months after implementation — related
• The 5E intervention produced no significant differences on any of the three attitude-scale subfactors — related