No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i? Posttest motivation scores did not differ significantly between groups (t(304) = 0.851, p =.395), and neither group showed a significant increase; no effect size was printed. → Hasan Ozgur Kapici 2025
Evidence¶
Hasan Ozgur Kapici 2025¶
Hasan Ozgur Kapici. (2025). Does inquiry-based learning work better in regular classrooms or computer-based settings? Instructional Science (2025) 53:705–728. https://doi.org/10.1007/s11251-025-09711-0
q3 · i? · causal · r2
Science Motivation Questionnaire-II (22 items, five sub-dimensions) administered in the same quasi-experimental study. Neither group's motivation increased significantly, and the posttest comparison showed "no significant difference between the groups’ motivation scores"; sub-dimension comparisons were also non-significant. Equivalence was not tested.
"An independent samples t-test was used again to compare the posttest scores and showed that there was no significant difference between the groups’ motivation scores at the end of the study, t(304) = 0.851, p =.395."
Discussion¶
Related Claims¶
- Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms — related
- Inquiry skills improved significantly only in the computer-based inquiry group, which outperformed the regular-classroom group at posttest — related
- ADI students scored significantly higher than structured-inquiry students on the personal epistemology of science subscale, but not on value of science or self-efficacy subscales — related
- Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-motivation-difference-ibl-environments |
title |
No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups |
description |
No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hasan-ozgur-kapici-2025 |
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