TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 After adjusting for pre-test achievement and ICT competency, the inquiry approach significantly affected post-test scores (ηp² = 0.102), with EG students outperforming CG peers. → Fan Chen 2026

Evidence¶

Fan Chen 2026¶

Fan Chen, Gaowei Chen. (2026). How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms. Instructional Science. https://doi.org/10.1007/s11251-026-09788-1

q3 · i2 · causal · r2

One-way ANCOVA in the six-week quasi-experiment (final sample 94 students; EG n = 46 TAIA, CG n = 48 worksheet inquiry), controlling pre-test and ICT competency. The article reports "a significant effect on post-test scores" with ηp² = 0.102; EG Madj = 68.61 vs CG Madj = 56.75.

"After adjusting for these covariables, the inquiry approach had a significant effect on post-test scores [F(1, 90) = 10.25, p = 0.002, ηp² = 0.102]. Bonferroni post-hoc comparisons indicated that EG students [ Madj = 68.61, SE = 2.63] significantly outperformed their CG peers [Madj = 56.75, SE = 2.57]."

Discussion¶

Related Claims¶

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