Cognitive sequence of instruction had a large main effect on change scores on both STEM units¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 For the water science unit, cognitive sequence of instruction showed a significant main effect with ηp2 = 0.51 (F(2,115) = 60.65, p = 0.01). → Kasee L. Smith & John Rayfield 2017 q3 i3 For the soil science unit, cognitive sequence showed a significant main effect with ηp2 = 0.55 (F(2,115) = 69.17, p = 0.01). → Kasee L. Smith & John Rayfield 2017 (2)

Evidence¶

Kasee L. Smith & John Rayfield 2017¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i3 · causal · r2

Omnibus univariate ANOVA for the water science unit in the crossover quasi-experiment (n = 121). The article reports the sequence main effect as significant with ηp2 = 0.51, which it characterizes as large by Cohen's (1977) guideline.

"Significant differences were found for both preference for grasping experience (F(1,115) = 11.07, p = 0.01, ηp2 = 0.09) and cognitive sequence of instruction (F(2,115) = 60.65, p = 0.01, ηp2 = 0.51)."

Kasee L. Smith & John Rayfield 2017 (2)¶

Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175

q3 · i3 · causal · r2

Univariate ANOVA for the soil science unit (n = 121). The F(2,115) = 69.17, ηp2 = 0.55 result is the sequence main effect; the article's prose labels it as related to preference, but the accompanying table lists it under Sequence.

"A significant difference ( F(2,115) = 69.17, p = 0.01, ηp2 = 0.55) was found related to student preference for grasping information which was superseded by a significant interaction (F(1,115) = 17.58, p = 0.01, ηp2 = 0.23) between sequence of instruction and preference for grasping information."

Discussion¶

Related Claims¶

• Most students in the study preferred grasping experience through apprehension, and pretest differences between sites existed only on the soil unit — related
• Student preference for grasping information showed a significant main effect on water unit change scores but not on soil unit change scores — related
• Students achieved higher pretest-to-posttest change scores when a unit was sequenced to begin with their preferred mode of grasping information, regardless of unit content — related
• On the water science unit, student preference for grasping information interacted with cognitive sequence of instruction in predicting pretest-to-posttest change scores — related
• On the soil science unit, cognitive sequence of instruction interacted with student preference for grasping information in predicting pretest-to-posttest change scores — related