Unpretested groups showed no significant difference between their own post-test and retention test scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experiment-2 and control-2 each showed no statistically significant difference between post-test and retention test means. → Sarac 2017

Evidence¶

Sarac 2017¶

Sarac, H., & Tarhan, D. (2017). Effect of multimedia assisted 7e learning model applications on academic achievement and retention in students. European Journal of Educational Research, 6(3), 299-311. https://doi.org/10.12973/eu-jer.6.3.299

q3 · i? · causal · r2

Dependent-groups t-tests within the unpretested Solomon groups (n=23 each). Experiment-2: post-test M=17.26 vs retention M=18.00, t(22)=-1.612, p>.05; control-2: M=13.21 vs 14.78, t(22)=-.982, p>.05. No effect sizes were printed.

"There is no statistically significant difference in terms of mean scores of post -test and retention -test of the students in experimental -2 group, (t (22) = -1.612, p > .05)."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related
• Technology-supported teaching produced higher learning retention four months later, while control-group retention fell below its pre-test level — related
• Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions — related