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Using Argumentation-driven Inquiry (ADI) to Promote Students’ Written Argumentation Performance in Blended Synchronous Learning Environment: A Quasi-experimental Study
Tue, Oct 17, 5:30 to 6:20pm EDT (5:30 to 6:20pm EDT), AECT Virtual Sessions, Zoom Room 7Short Description
This quasi-experimental study explored the impact of argumentation-driven inquiry (ADI) on primary school students' written argumentation performance in a blended synchronous learning environment. A total of 159 students (79 urban school and 80 rural) participated. The control group(CG) received a lecture-based blended synchronous classroom instruction. The experimental group(EG) were instructed in ADI. The results demonstrated that EG scored significantly higher on written argumentation performance than CG, in both the remote(rural) and onsite(urban) sides.