Neither group showed a significant change in reflective thinking skills towards problem solving from post-test to one-year permanence test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Dependent t-tests found no significant difference between RTSSPS post-test and permanence scores in either the control group (p > 0.05) or the experimental group (p > 0.05). → Sarican 2018
Evidence¶
Sarican 2018¶
Sarican, G., Akgunduz, D. (2018). The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. Cypriot Journal of Educational Sciences, 13(1), 94-113. https://eric.ed.gov/?id=EJ1196043
q2 · i? · causal · r1
Dependent-group t-tests within the 44-student quasi-experiment: CG t = 0.233, p = 0.818 (52.86 vs 52.25); EG t = 2.323, p = 0.074 (51.09 vs 54.75). Neither within-group change reached significance.
"there was no significant difference between the average scores of RT SSPS post-test and RTSSPS PT in the control group students (p > 0.05). There was no significant difference between the RTSSPS post-test and RTSSPS PT scores of the students in the experimental group (p > 0.05)."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Integrated STEM education and constructivist teaching did not differ significantly on one-year academic achievement permanence, with higher means in the STEM group — related
- Integrated STEM education and constructivist teaching did not differ significantly on one-year permanence of reflective thinking skills towards problem solving — related
- Integrated STEM education and constructivist teaching did not differ significantly on reflective thinking skills towards problem solving at post-test, with the control group scoring higher — related
- Within the integrated STEM group, academic achievement declined significantly from post-test to one-year permanence test, while the control group's decline was not significant — related
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