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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Dependent t-tests showed a statistically significant difference in favour of the post-test between AAT post-test and permanence scores in the experimental group (p < 0.05), but no significant difference in the control 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 each group of the 44-student quasi-experiment: EG t = 2.767, p = 0.012 (post-test 14.23 vs PT 12.86); CG t = 4.095, p = 0.124 (post-test 12.50 vs PT 10.25). Only the experimental group's decline was statistically significant.

"There was no significant difference between the AAT post-test and AAT PT scores of the control group students (p > 0.05), but there was a statistically significant difference in favour of post-test between the AAT post-test and AAT PT scores of the students of the experimental group (p < 0.05)."

Discussion¶

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
• The experimental group showed no significant score decline between post-test and four-week retention test, while the control group declined significantly — related
• Neither group showed a significant change in reflective thinking skills towards problem solving from post-test to one-year permanence test — related