No significant achievement difference between high- and low-ability students taught with reflective inquiry¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? High level ability students and low level ability students taught with reflective inquiry did not differ significantly in achievement (F = 2.721, p = .107), despite descriptive gains of 20.78 versus 20.24. → Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015

Evidence¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni. (2015). Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges. Journal of Education and Practice, Vol.6, No.7. https://eric.ed.gov/?id=EJ1083083

q2 · i? · causal · r2

ANCOVA (Table 6) on the 43 experimental-group students stratified into high ability (n = 18) and low ability (n = 25) using prior results and a pretest; the ability-level term was not significant. "F-calculated value for ability l evel is 2.721". No effect size was printed.

"Table 6 shows that F-calculated value for ability l evel is 2.721 with a significance of F at .107 wh ich is greater than .05. Hence, the null-hypothesis is therefore a ccepted at .05 level of significance."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Reflective inquiry instructional technique produces significantly higher achievement in Electronic Works trade than conventional teaching method — related
• In the computer-graphics group, post-test performance ordered high > average > low creative ability despite similar gains for high and low ability students — related