Treatment has a significant main effect on students' attitude to chemistry¶
Claim · All claims
Evidence · 1 study · causalr1·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' attitude to chemistry, F(2,207) = 72.551, 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 · r1
ANCOVA of posttest attitude scores (SACQ) with pretest attitude as covariate in the same quasi-experiment; hypothesis 2 was rejected, indicating a significant difference between the attitude means of the three treatment groups.
"Information in Table 5 demonstrates a significant effect of treatment on students' attitude to chemistry (F (2,207) = 72.551; P<.05]."
Discussion¶
Related Claims¶
- Treatment (7E learning cycle, case-based learning, or conventional teaching) has a significant main effect on senior secondary students' chemistry achievement — related
- 5E inquiry learning activities did not change affective attitude toward chemistry relative to lecture-based teaching — reports the opposite
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