Structured inquiry instruction produces significantly higher geometry concept understanding than conventional instruction in a quasi-experiment¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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.
q2 i? Students taught geometry with a structured inquiry model showed significantly higher concept understanding than students taught with conventional models (Kruskal-Wallis chi-square 35.20, Asym. sig. 0.000). → 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
Quasi-experimental posttest-only control study with 58 students (29 experimental, 29 control) at SMAN 3 Tanjungpinang; the experimental class mean was 78.62 versus 65.21 in the control class, and the Kruskal-Wallis test gave "Chi-Square 35.20" with Asym. sig. 0.000.
"There are significant differences between students' understanding of concepts that get structured inquiry learning with understanding the concept of learning by students who received conventional models."
Discussion¶
Learner Variables¶
- Geometric Reasoning — outcome: instruction changes it
Related Claims¶
- Learning model interacts with student attitudes and perceptions in affecting geometry concept understanding — related
- High versus low student attitudes and perceptions show no significant difference in geometry concept understanding — related
- Students taught with structured inquiry report more favourable attitudes and perceptions than conventionally taught students — related
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- Learning physics with the interactive Motion and Vector Analysis software produced higher conceptual understanding than traditional instruction in a quasi-experiment with XI-grade students — related
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