No significant difference in achievement between ABSI and control groups on pre-test or post-test scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independent samples t-tests found no significant difference between experimental and control groups on pre-test (t(82)=0.894, p>0.05) or post-test (t(82)=0.149, p>0.05) achievement scores. → Eda Pınar Tüccaroğlu 2018

Evidence¶

Eda Pınar Tüccaroğlu 2018¶

Eda Pınar Tüccaroğlu, Yeter Şimşekli. (2018). Effects of Argument-based Science Inquiry (ABSI) Approach Used in the Unit of "Reproduction Growth Development in Living Beings" on the Success Levels of Students. Universal Journal of Educational Research 6(10): 2379-2383. https://doi.org/10.13189/ujer.2018.061037

q2 · i? · causal · r1

Independent samples t-test on post-test scores of 55 experimental and 29 control students from a 20-question achievement test; means were 45.07 vs 44.55 and "t(82)=0.149, p>0.05", so no significant between-group difference was found.

"it was found that the mean of the scores obtained by the students in the experimental group was (X) 45.07, that of the scores obtained by the control group was (X) 44.55 t(82)=0.149, p>0.05."

Discussion¶

Related Claims¶

• The authors conclude ABSI is one of the practices aiming to increase students' success and motivate participation in in-class dialogues — reports the opposite
• Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — related
• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related
• No statistically significant post-test difference was found between the Jigsaw IV and Jigsaw II groups — related
• ADI-based laboratory instruction does not significantly change pre-service teachers' argumentativeness compared to traditional laboratory instruction — related
• Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — related
• The jigsaw and control groups did not differ on material recognition or usage pre-tests — related
• Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant — related