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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Post hoc tests favoured the animation group over the control (p= 0.006) and the cooperative group over the control (p=0.023), with no significant difference between the cooperative and animation groups (p= 0.893). → Daşdemir 2016

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 · r2

Games-Howell post hoc comparisons on SAS post-test scores. Both enriched groups significantly exceeded the control group on scientific attitudes; the animation-versus-cooperative contrast was not significant (p= 0.893), which the author attributes to both being active teaching methods.

"there was a statistically significant difference between the animation group and the control group and in favour of t he former ( p= 0. 006; p<0.05). Also there was a statistically significant difference between the cooperative group and control group, in favour of the cooperative group ( p=0.023; p<0.05)."

Discussion¶

Related Claims¶

• 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 — 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
• The three intact classes were equivalent in prior achievement and scientific attitudes before the light-unit intervention — related