On the soil science unit, cognitive sequence of instruction interacted with student preference for grasping information in predicting pretest-to-posttest change scores¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2017 · 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.
q3 i3 For the soil science unit, the interaction between sequence of instruction and preference for grasping information was statistically significant with ηp2 = 0.23, superseding the main effect of preference. → Kasee L. Smith & John Rayfield 2017
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
Univariate ANOVA on change scores for the soil science unit, part of the same crossover quasi-experiment with n = 121 students at four Texas high schools. The article reports the interaction as significant at the Bonferroni-adjusted alpha of p ≤ 0.02.
"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( F(2,115) = 69.17, p = 0.01, ηp2 = 0.55) was found related to student preference for grasping information which was superseded by a significant interaction (F(1,115) = 17.58, p = 0.01, ηp2 = 0.23) between sequence of instruction and preference for grasping information."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
- Cognitive sequence of instruction had a large main effect on change scores on both STEM units — 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
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