Students achieved higher pretest-to-posttest change scores when a unit was sequenced to begin with their preferred mode of grasping information, regardless of unit content¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Simple main effects tests showed that, for both units, students scored significantly higher in the unit sequenced to begin with their preferred method of grasping information; no effect size is printed for this test. → Kasee L. Smith & John Rayfield 2017 q3 i? Students preferring apprehension (concrete experience) had higher change scores when units began with concrete experience, and students preferring comprehension (abstract conceptualization) had higher change scores when units began with abstract conceptualization. → Kasee L. Smith & John Rayfield 2017 (2)

Evidence¶

Kasee L. Smith & John Rayfield 2017¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i? · causal · r2

Simple main effects tests following the significant ANOVA interactions in the crossover quasi-experiment (n = 121). The article reports significantly higher scores for preference-matched sequences on both units; it prints no effect size for these tests.

"The results of the simple main effects tests revealed that, for both units of instruction, students had significantly higher scores in the unit sequenced to begin with their preferred method of grasping information."

Kasee L. Smith & John Rayfield 2017 (2)¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i? · causal · r2

The authors' summary of the three main findings from the quasi-experiment, stated in the Conclusions/Implications section. Descriptive means in Table 2 show, for example, apprehension-preferring students averaging M = 41.82 (SD = 24.57) on the water unit change score.

"students in this study who preferred to grasp experience through apprehension had higher change scores from pretest to posttest when the units were sequenced to begin with a concrete experience, students who preferred to grasp experience through comprehension had higher change scores when the units were sequenced to begin with abstract conceptualization"

Discussion¶

Related Claims¶

• Most students in the study preferred grasping experience through apprehension, and pretest differences between sites existed only on the soil unit — related
• Student preference for grasping information showed a significant main effect on water unit change scores but not on soil unit change scores — related
• On the soil science unit, cognitive sequence of instruction interacted with student preference for grasping information in predicting pretest-to-posttest change scores — related
• On the water science unit, student preference for grasping information interacted with cognitive sequence of instruction in predicting pretest-to-posttest change scores — related
• Cognitive sequence of instruction had a large main effect on change scores on both STEM units — related
• In an adaptive e-learning system, students whose actual learning mode matches their profile achieve higher test scores than mismatched students — related