Explanation assisted REACT strategy produces significantly higher post-test conceptual understanding of impulse, momentum and collisions than traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Prospective science teachers taught with explanation assisted REACT strategy scored significantly higher on the IMCCT post test than those taught traditionally (t(48)=3.232, p=0.002). → Eser Ültay & Nedim Alev 2017

Evidence¶

Eser Ültay & Nedim Alev 2017¶

Eser Ültay & Nedim Alev. (2017). Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics. Journal of Education and Practice, Vol.8, No.7. https://eric.ed.gov/?id=EJ1137601

q2 · i? · causal · r1

Quasi-experimental comparison of 25 PSTs taught with explanation assisted REACT and 25 taught traditionally, analyzed with independent samples t-test. Post-test means were Xexp =47,2 versus Xcon =33,9, a significant difference "in favor of the experimental group".

"As seen in Table 5, significant difference is found between post test scores of the experimental and control groups as a result of independent samples t-test analysis ( t(48) =3,232: p<0.05) in favor of the experimental group."

Discussion¶

Related Claims¶

• Instruction with the explanation assisted REACT strategy significantly eliminated some alternative conceptions about impulse, momentum and collisions — related
• The explanation assisted REACT group retains its advantage on a delayed test nine weeks after the intervention despite score decline — related
• Some alternative conceptions persisted or newly emerged after instruction, including conceptions not seen in pre-tests — related
• No significant difference between inverted and traditional classrooms on the Force, Momentum & Impulse topic (Test 1) in pre-university physics — related