The 5E instructional model enriched with animations produced higher seventh-grade achievement on the light unit than the 5E model enriched with cooperative learning and the 5E model alone¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test SAT scores differed significantly among the three groups, with the animation group highest (F(2, 81) = 18.962, p<0.05, r= 0.56). → Daşdemir 2016 q2 i? Games-Howell post hoc tests showed the animation group significantly higher than both the cooperative group and the control group on the SAT post-test. → Daşdemir 2016 (2)

Evidence¶

Daşdemir 2016¶

İkramettin Daşdemir. (2016). The Effect of the 5E Instructional Model Enriched With Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes. International Electronic Journal of Elementary Education, 9(1), 21-38. https://eric.ed.gov/?id=EJ1126710

q2 · i? · causal · r1

One-way ANOVA on SAT post-test scores of three intact seventh-grade classes (animation n=29, cooperative n=27, control n=28) taught the light unit over 4 weeks. The article reports "a statistically significant difference between the groups" with a medium-sized effect (r=0.56).

"However, when the one-way Analysis of variance (ANOVA) Results for the post -test results were viewed, it was found that there was a statistically significant difference between the groups ( F(2, 81) = 18.962, p<0.05, r= 0.56)."

Daşdemir 2016 (2)¶

İkramettin Daşdemir. (2016). The Effect of the 5E Instructional Model Enriched With Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes. International Electronic Journal of Elementary Education, 9(1), 21-38. https://eric.ed.gov/?id=EJ1126710

q2 · i? · causal · r2

Games-Howell post hoc comparisons on SAT post-test scores. The animation group exceeded the cooperative group by a mean difference of 13.481 and the control group by 18.838, both "p<0.05"; no effect size is printed for the pairwise contrasts.

"it was viewed that there was a statistically significant difference between the animation group and the cooperative group p=.0000; Differences between the means = 13.481; se= 3. 165; p<0.05 ) and animation group and control group (p= .0000; Differences between the means= 18.838; se= 3.064; p<0.05 )"

Discussion¶

Related Claims¶

• The three intact classes were equivalent in prior achievement and scientific attitudes before the light-unit intervention — related
• Both the animation-enriched and cooperative-learning-enriched 5E models improved seventh-graders' scientific attitudes relative to the 5E model alone, with no difference between the two enriched groups — related
• Animation-supported 5E instruction produced significantly higher post-test grammar success than the current teaching programme in 7th grade Turkish — related
• The animation-assisted 5E application produced a significant pre-to-post attitude change in the experimental group while the control group's attitudes did not change — related