Treatment (7E learning cycle, case-based learning, or conventional teaching) has a significant main effect on senior secondary students' chemistry achievement¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · not yet checked against its sources · 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? There is a significant main effect of treatment on students' achievement in chemistry, F(2,207) = 4.584, p < .05. → Adesoji 2015
Evidence¶
Adesoji 2015¶
Adesoji, F. A., & Idika, M. I. (2015). Effects of 7E learning cycle model and case-based learning strategy on secondary school students' learning outcomes in chemistry. Journal of International Society for Teacher Education, 19(1). https://eric.ed.gov/?id=EJ1177065
q2 · i? · causal · r2
ANCOVA of posttest achievement scores in a pretest-posttest-control-group quasi-experiment with 208 SSII chemistry students in six purposively selected Ibadan schools, pretest scores as covariate; the article reports "a significant effect of treatment on students' achievement in chemistry" and rejects hypothesis 1.
"Table 2 shows that there is a significant effect of treatment on students' achievement in chemistry (F(2,207) = 4.584; p<.05)."
Discussion¶
Related Claims¶
- Case-based learning yielded the highest attitude mean score, significantly above conventional teaching, but the 7E-versus-CBL attitude difference was not significant — related
- Case-based learning produced the highest chemistry achievement, followed by the 7E learning cycle model, with both exceeding conventional teaching (all pairwise differences significant) — a narrower finding that bears on this claim
- Treatment has a significant main effect on students' attitude to chemistry — related
- Mastery learning instruction produced significantly higher post-test achievement in quantitative chemistry than conventional teaching among Senior Secondary 2 students — related
- Discussion method produced higher chemistry achievement than lecture method in a quasi-experiment with SSII students — related
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