Students' science process skills improve significantly across three assessments under the MI-based strategy¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One-way ANOVA shows the initial, second and final SPS assessment scores differ significantly (sig. = .013), with the final score significantly higher than initial (p = .004) and second (p = .049). → Winarti 2019 q2 i? No significant difference was found between the initial and second SPS assessments (p = .188); equivalence was not tested. → Winarti 2019 (2)

Evidence¶

Winarti 2019¶

Winarti, A., Yuanita, L., & Nur, M. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and Science Process Skills of junior high school students. Journal of Technology and Science Education, 9(2), 122-135. https://doi.org/10.3926/jotse.404

q2 · i? · causal · r2

One-way ANOVA comparing three SPS assessments (N = 63 experimental students) in the quasi-experiment; F = 6.382, sig. = .013 as printed. Post hoc LSD showed final (3.262 ± 0.27) significantly higher than initial (2.534 ± 0.44) and second (2.778 ± 0.15).

"The result of one-way ANOVA test showed that the scores of the initial, the second, and the final of students' SPS differ significantly with the sig. value = .013."

Winarti 2019 (2)¶

Winarti, A., Yuanita, L., & Nur, M. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and Science Process Skills of junior high school students. Journal of Technology and Science Education, 9(2), 122-135. https://doi.org/10.3926/jotse.404

q2 · i? · causal · r2

Post hoc LSD test on the same three SPS assessments in the experimental group; the article reports no difference between initial and second assessment means with p = .188, and no effect size is printed.

"Post hoc test using LSD performed on mean scores of the students' SPS implied no difference between mean scores of the initial and the second of students' SPS assessment with p value = .188."

Discussion¶

Related Claims¶

• Questioning skill shows the largest improvement among the five trained science process skills — a narrower finding that bears on this claim
• At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test — related
• MI-based teaching strategy produces significantly higher MI gain scores than traditional teaching in junior high science — related