Students taught with structured inquiry report more favourable attitudes and perceptions than conventionally taught students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptive attitude/perception scores were higher in the structured inquiry class (mean 91.12) than the conventional class (mean 74.52), with a smaller standard deviation (8.09 vs 8.73). → Salim 2015

Evidence¶

Salim 2015¶

Salim, K. & Tiawa, D.H. (2015). Implementation of Structured Inquiry Based Model Learning Toward Students' Understanding of Geometry. International Journal of Research in Education and Science (IJRES), 1(1), 75-83. https://eric.ed.gov/?id=EJ1105196

q2 · i? · causal · r1

Descriptive comparison of a 20-question attitude and perception questionnaire (indicators include rigor, discipline, creativity, curiosity, critical and responsible attitudes) taken before treatment in both classes of 29 students; no inferential test of this difference is reported.

"the average scores of students in the classroom student attitudes experimental/ structured inquiry model (91.12) is higher than the average scores of students at grade student attitude control / conventional model (74.52)"

Discussion¶

Related Claims¶

• Learning model interacts with student attitudes and perceptions in affecting geometry concept understanding — related
• Students taught Structure of the Atom and the Periodic Table with Programmed Instruction obtained significantly higher attitude mean scores than control groups taught conventionally — related
• Structured inquiry instruction produces significantly higher geometry concept understanding than conventional instruction in a quasi-experiment — related
• PBLCCS shows no significant advantage over EDI for mathematical curiosity attitude gains — related