Including out-of-school learning environments in 6th-grade science instruction produces significantly higher attitudes toward the science course than curriculum-only instruction at posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 At the end of the 18-week implementation, experimental group students' attitude scores were significantly higher than control group students' scores, with a large printed effect size. → Yildirim 2018

Evidence¶

Yildirim 2018¶

Halil Ibrahim Yildirim. (2018). The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course. Journal of Education and Training Studies, 6(12). https://doi.org/10.11114/jets.v6i12.3624

q2 · i3 · causal · r2

Quasi-experimental pretest-posttest control-group study of 60 Turkish 6th graders (30 per group) over 18 weeks; independent samples t-test on posttest attitude scores gave t(58)=-4.93, p<.05, favoring the experimental group, "The calculated effect size is η2=0.30".

"When the posttest scores towards the science lesson of students in experimental (x̄ =3.87) and control (x̄ =3.24) group students are compared, it can be stated that the averages of the students in the experimental group are higher than the averages of the students in the control group at a significant level. The calculated effect size is η2=0.30."

Discussion¶

Related Claims¶

• The attitude advantage of out-of-school learning environments persists three months after the intervention ends — related
• Control group students receiving only the standard science curriculum showed no significant change in attitude across pretest, posttest and monitoring test — related
• Within the experimental group, attitudes rose significantly from pretest to posttest and monitoring test, and the gain held between posttest and monitoring test — related