Perceived teacher support in the hypothesis and experimentation phases correlated positively with post-test achievement in both groups; argumentation-support and enjoyment correlations emerged only across the pooled sample¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Argumentation-support and inquiry-experience perceptions were not significantly correlated with achievement within each group but showed significant pooled-sample associations (ρ = 0.317 and 0.253). → Fan Chen 2026

Evidence¶

Fan Chen 2026¶

Fan Chen, Gaowei Chen. (2026). How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms. Instructional Science. https://doi.org/10.1007/s11251-026-09788-1

q3 · i1 · causal · r1

Pooled-sample Spearman correlations were significant while within-group correlations were not; ρ = 0.253 is a small association. Associations are correlational with no causal claim.

"Correlations between post-test achievement and perceptions of argumentation- related support or inquiry experience were nonsignificant within each group (all p > 0.05). However, when analyzed across the full sample, both argumentation-related support [ Spear-man’ s ρ = 0.317, p = 0.002] and inquiry experience [Spearman’ s ρ = 0.253, p = 0.014] showed significant positive associations with post-test achievement."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes
• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• TAIA students perceived more teacher support for hypothesis generation and argumentation and enjoyed inquiry more; perceived experiment-related support did not differ — related
• Enjoyment correlates positively (r = .31), and boredom, mathematics anxiety and test anxiety negatively (r = −.23 to −.28), with mathematics achievement — a broader claim this one bears on
• Under TAIA the teacher enacted an inquiry-centered instructional loop with repeated within-phase support sequences, identified through lag sequential analysis — related
• TAIA reoriented the teacher's action distribution toward inquiry-practice support while the comparison condition emphasized content delivery and assessment — related
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related