No significant difference between inquiry-based and subject matter groups on the first unit posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Following the first two-week instructional period, the difference in posttest scores between the inquiry-based and subject matter groups was not statistically significant. → Thoron 2011

Evidence¶

Thoron 2011¶

Thoron, A. C., & Myers, B. E. (2011). Effects of Inquiry–based Agriscience Instruction on Student Achievement. Journal of Agricultural Education, 52(4). https://doi.org/10.5032/jae.2011.04175

q2 · i? · causal · r2

ANCOVA of the first instructional period's posttest with pretest covariate: inquiry-based mean 63.49 (SD = 17.86) versus subject matter mean 60.43 (SD = 17.44); the article reports the contrast as "not be statistically significant, F(4,334) = 2.82, p = .09, r2 = .09". Equivalence was not tested.

"Table 6 illustrates posttest scores were found to not be statistically significant, F(4,334) = 2.82, p = .09, r2 = .09."

Discussion¶

Related Claims¶

• Inquiry-based instruction produced higher content knowledge achievement than the subject matter approach in secondary agriscience classes on six of seven unit posttests — a broader claim this one bears on
• Inquiry-based students' scores increased at a faster pace than subject matter students' scores over the twelve-week study — related
• PBL produced no statistically significant post-test achievement difference compared with traditional instruction on the structure and properties of matter in seventh grade — related
• In the first six weeks, comprehension gains on the Checkpoints measure did not differ significantly between intervention and comparison groups — related