Students taught with modeling instruction within the inverted curriculum scored highest on the ACT science subscore (M=24.3) compared with the inverted-curriculum-alone (M=23.7) and traditional (M=23.1) contexts¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The modeling instruction within inverted curriculum group outscored the traditional baseline group on ACT science by 1.2 points, an effect size of Cohen's d = 0.29. → Dye 2013 q2 i? The inverted curriculum alone group scored between the traditional and modeling groups (M=23.7). → Dye 2013

Evidence¶

Dye 2013¶

Dye, J., Cheatham, T., Rowell, G. H., Barlow, A. T., & Carlton, R. (2013). The Impact of Modeling Instruction within the Inverted Curriculum on Student Achievement in Science. Electronic Journal of Science Education, 17(2). https://eric.ed.gov/?id=EJ1188400

q2 · i1 · causal · r1

Retrospective comparison of ACT science subscores for 808 students in eight cohorts at one private high school (402 traditional, 214 inverted, 192 modeling within inverted). The quote reports the ordered group means; the largest pairwise difference (Treatment 2 vs. Traditional) yielded "an effect size of 0.29".

"On average, the traditional instructional context group scored the lowest ( M=23.1), followed by the students with the inverted curriculum alone (M=23.7), and finally the students who experienced modeling instruction within the inverted curriculum scored the highest ( M=24.3)."

Discussion¶

Related Claims¶

• The increase in the percentage of students testing college ready in science from PLAN to ACT was 17.8% (inverted curriculum) and 20.8% (modeling within inverted curriculum), versus 2.5% in the traditional context — related
• PLAN-to-ACT science score gains were larger under both non-traditional contexts (4.1 and 4.3 points) than under the traditional context (2.8 points) — related
• Students off-target in science on the PLAN moved to college ready on the ACT at 18% and 21% in the treatment groups versus 8% in the traditional group — related
• Students close to college ready in science on the PLAN reached college ready on the ACT at 46% and 52% in the treatment groups versus one-third in the baseline group — related