On the water science unit, student preference for grasping information interacted with cognitive sequence of instruction in predicting pretest-to-posttest change scores¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2017 · 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.
q3 i3 For the water science unit, the interaction between preference for grasping experience and cognitive sequence was statistically significant with a large effect size (ηp2 = 0.40), leading the authors to reject the null hypothesis of no interaction. → Kasee L. Smith & John Rayfield 2017
Evidence¶
Kasee L. Smith & John Rayfield 2017¶
Kasee L. Smith & John Rayfield. (2017). A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education. Journal of Agricultural Education, 58(4), 175-191. https://doi.org/10.5032/jae.2017.04175
q3 · i3 · causal · r2
Omnibus univariate ANOVA on change scores for the water science unit, conducted after MANOVA assumptions were violated, with Bonferroni-adjusted alpha p < 0.02 and n = 121 students. The article reports the interaction as statistically significant with "a large effect size ηp2 ≥ 0.14" and high power.
"These findings were superseded by the finding of a single statistically significant (F(2,115) = 38.19, p = 0.01, ηp2 = 0.40) interaction involving both preference for grasping experience and cognitive sequence."
Discussion¶
Related Claims¶
- Most students in the study preferred grasping experience through apprehension, and pretest differences between sites existed only on the soil unit — related
- Student preference for grasping information showed a significant main effect on water unit change scores but not on soil unit change scores — related
- Students achieved higher pretest-to-posttest change scores when a unit was sequenced to begin with their preferred mode of grasping information, regardless of unit content — related
- Cognitive sequence of instruction had a large main effect on change scores on both STEM units — related
- On the soil science unit, cognitive sequence of instruction interacted with student preference for grasping information in predicting pretest-to-posttest change scores — related
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