Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The experimental group's mean rose from 40.76 to 45.07 with a significant dependent-samples t-test (p<0.05), whereas the control group showed no significant pre-post difference (t(28)=0.680, p>0.05). → Eda Pınar Tüccaroğlu 2018 q2 i? The control group's pre-test and post-test means (43.75 and 44.55) did not differ significantly. → Eda Pınar Tüccaroğlu 2018 (2)

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

Dependent samples t-test on the 55 experimental students' pre- and post-test scores on the 20-question achievement test; the mean rose from 40.76 to 45.07 and the article reports "t (54)=0.005 p< 0.05" as significant.

"while the mean of the scores which the students in the experimental group took from the multiple-choice questions of the pre -test was found as (X experimental = 40.76), the one of the scores which they took from the multiple-choice questions of the post -test was found as (X experimental = 45.07) (t (54)=0.005 p< 0.05)."

Eda Pınar Tüccaroğlu 2018 (2)¶

q2 · i? · causal · r1

Dependent samples t-test on the 29 control students' scores; means were 43.75 (pre) and 44.55 (post) with t(28)=0.680, p>0.05, so no significant change was detected.

"A significant difference was not found between the means of the scores obtained by the students in the control group from the multiple -choice questions of the pre -test and the post-test."

Discussion¶

The authors conclude ABSI is one of the practices aiming to increase students' success and motivate participation in in-class dialogues — related
No significant difference in achievement between ABSI and control groups on pre-test or post-test scores — related
In ABSI-taught lessons, student turn-taking frequency is high (71%) while in conventionally taught lessons it is low (14%), with the teacher dominant in the control group — related
Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — possibly the same claim (merge candidate)
The subject-taught control group showed no significant knowledge increase while the interdisciplinary test group did — possibly the same claim (merge candidate)
Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant — related

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content

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