Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students' Attitudes by Gender and Race/Ethnicity.

AERA Open · 2019 · PMC11245149 · PMID 39006105

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marginally significantno p-value reported

There is one significant interaction between inquiry-based instruction and gender that is negative in direction predicting science utility; this effect becomes marginally significant with the addition of student, teacher, and school controls in Model 2.

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