The authors report no significant difference between groups in science and anxiety after pre-inquiry lessons¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The science and anxiety subelement of the affective domain did not differ significantly between the experimental and control groups. → Kang and Noh 2017

Evidence¶

Kang and Noh 2017¶

Houn Tae Kang, Suk Goo Noh. (2017). The Effect on Elementary Science Education Based on Student's Pre-inquiry. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050908

q2 · i? · causal · r1

Null finding from the interest-in-science posttest comparison in the two-class quasi-experiment: the article states "there was no significant difference in the science and anxiety" (Table 5 reports 3.65 vs 3.56, p = 0.63). Equivalence was not tested.

"Interest in science- related job was also high after the experim ent, and there was no significant difference in the science and anxiety."

Discussion¶

Related Claims¶

• Pre-inquiry lessons raised interest in science and its subelements, with no significant difference in science and anxiety — possibly the same claim (merge candidate)
• The pre-inquiry class produced higher overall science-related affective domain scores than the control class — related