Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Repeated-measures ANOVA showed significant change across measurements in experiment-1 with eta-squared .76. → Sarac 2017 q3 i3 Control-1 also improved significantly across measurements with eta-squared .51, attributed to the curriculum methods. → 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 · i3 · causal · r2

One-way repeated-measures ANOVA on experiment-1's pre-test, post-test and retention scores (n=23). F(1.5-33.6)=69.353, p<.05, eta-squared .76; control-1's parallel ANOVA gave F(2-44)=22.783, p<.05, eta-squared .51. Bonferroni comparisons favored post-test and retention test over pre-test.

"there is a statistically significant difference between the test -1 group pre-test and the post-test and retention test averages according to the result of the one -way ANOVA, (F (1.5-33.6) = 69.353, p < .05). Also, the effect size between the average is .76."

Discussion¶

Related Claims¶

• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related
• Within the experimental group, attitudes rose significantly from pretest to posttest and monitoring test, and the gain held between posttest and monitoring test — related
• Within the experimental group, POESPBEE produced significant gains in attitudes and behaviors that were maintained at follow-up, with large within-group effect sizes — related
• Technology-supported teaching produced higher learning retention four months later, while control-group retention fell below its pre-test level — related
• Multimedia-supported 7E model materials produced significantly higher post-test achievement than traditional teaching in fifth-grade science — related
• Multimedia-supported 7E model materials improved five-week retention of learned science content relative to traditional teaching — related
• MIT-based instruction produced a statistically significant post-test emotional-yield advantage over traditional instruction — related