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Comparing the effectiveness of two support approaches in simulation-based inquiry learning: Can pre-defined hypotheses compare with domain information?

Zierbock, S. (2012) Comparing the effectiveness of two support approaches in simulation-based inquiry learning: Can pre-defined hypotheses compare with domain information?

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Abstract:The present study examined whether providing pre-defined hypotheses supports learners equally well as providing additional domain information in a simulation-based inquiry learning task. The effects on both knowledge gain and strategy use were examined in a posttest-only control group design. 58 students from the University of Twente were randomly assigned to either one of the support conditions or the control group, Results showed no significant differences between neither of the support conditions and the control condition indicating that the support measures did not benefit learners. A comparison between both support approaches found no significant differences either, indicating no superiority of one support measure compared with the other. However, the heterogeneity of the sample and the associated large standard deviations within the conditionsmay have hindered the detection of benefitial effects of both support approaches, and differences in effectiveness between them.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/61619
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