The TEFA-T model produces significantly higher learning achievement than teacher-based instruction in automotive vocational courses¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-class students taught with TEFA-T scored significantly higher on post-test learning achievement than control-class students taught with teacher-based instruction (Sig. 2-tailed 0.000 < 0.05). → Maksum 2022

Evidence¶

Maksum 2022¶

Maksum, H., Yuvenda, D. & Purwanto, W. (2022). Improvement of metacognitive and critical thinking skills through development of the a 'Teaching Factory Based on Troubleshooting' (TEFA-T) Model in automotive vocational learning. Journal of Turkish Science Education, 19(3), 1015-1036. https://doi.org/10.36681/tused.2022.161

q2 · i? · causal · r1

Quasi-experimental non-equivalent control group design over 10 working weeks with 32 students per group; t-test of post-test scores gave Sig. (2-tailed) 0.000, described as "a significant difference between the posttest value less than 0.05". Post-test means were 87.733 (experimental) and 75.8667 (control).

"the experimental class student learning outcomes treated using the TEFA -T model were significantly higher than the control class using the conventional model"

Discussion¶

Related Claims¶

• The TEFA-T model significantly improves students' metacognitive skills compared with conventional instruction — related
• The TEFA-T model and its supporting products are rated Very Practical by instructors and students — related
• The TEFA-T model syntax meets goodness-of-fit criteria in confirmatory factor analysis, supporting its construct validity — related
• The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction — related