Teaching model and cognitive style interact significantly in their effect on science achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There is a significant interaction effect between teaching model and cognitive style on science learning achievement (F = 37.56, p<0.05). → Margunayasa 2019

Evidence¶

Margunayasa 2019¶

Margunayasa, I G., Dantes, N., Marhaeni, A.A.I.N., & Suastra, I W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737-750. https://eric.ed.gov/?id=EJ1201135

q3 · i? · causal · r1

Omnibus interaction term (A*B) in the two-way ANOVA of the 2×2 quasi-experiment; the corrected model was significant (F = 21.657, Sig. .000, R Squared = .353). The article reports the interaction as "F = 37.56 and p<0.05".

"there was a significant interaction effect between teaching model and cognitive style on science learning achievement (F = 37.56 and p<0.05)"

Discussion¶

Learner Variables¶

• Learning-Style Preferences — moderator: an effect differed by reported style in this study; matching to style is not supported overall

Related Claims¶

• Reflective students outperform impulsive students in science learning achievement — related
• Guided inquiry's advantage over conventional teaching holds for reflective but not impulsive students — a narrower finding that bears on this claim
• Learning style and form of teaching show no statistically significant interaction effect on university students' academic achievement — reports the opposite
• Guided inquiry learning yields higher fifth-grade science achievement than conventional teaching — related