Reflective inquiry instructional technique produces significantly higher achievement in Electronic Works trade than conventional teaching method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students taught with reflective inquiry instructional technique achieved significantly higher posttest scores than students taught with the conventional method (F = 151.225, p = .000). → Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015

Evidence¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni. (2015). Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges. Journal of Education and Practice, Vol.6, No.7. https://eric.ed.gov/?id=EJ1083083

q2 · i? · causal · r2

Quasi-experimental pre-test, post-test, non-equivalent control group study of 105 intact-class students; experimental group (n = 43) gained 20.47 points versus 14.48 for controls (n = 62) on the EWAT. ANCOVA showed the group effect was significant: "The F-calculated value for G roup is 151.225". No effect size was printed.

"The F-calculated value for G roup is 151.225 with a significance of F at .000 wh ich is less than .05. The null-hypothesis is therefore rejected at .05 level of significance."

Discussion¶

Related Claims¶

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• Students taught light and sound waves with guided inquiry teaching method scored significantly higher at post-test than students taught with the conventional method — related
• Gender significantly affects Electronic Works achievement, favouring boys — related