Before implementation, the experimental and control groups showed no statistically significant difference in academic achievement pre-test scores¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2019 · 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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? One-way ANOVA on PCAAT pre-test scores found no statistically significant difference among the three groups, supporting group equivalence. → Akbaş 2019
Evidence¶
Akbaş 2019¶
Akbaş, Y.; Şahin, İ. F.; Meral, E. (2019). Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students' Views. Review of International Geographical Education Online (RIGEO), 9(1), 209-245. https://doi.org/10.33403/rigeo.529139
q3 · i? · causal · r1
Pre-test equivalence check on the same 94-student quasi-experiment. Pre-test means were EG = 66.24, CG1 = 63.67, CG2 = 65.29; ANOVA gave "[F(2, 91) = 0.267, p = 0.76]", so the authors assumed the groups had similar conditions. No effect size was printed.
"Results of one -way ANOVA analysis revealed that there was no statistically significant difference between the groups in terms of academic achievement according to the data obtained from the PCAAT applied to students before starting implementation [F(2, 91) = 0.267, p = 0.76]."
Discussion¶
Related Claims¶
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- The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related
- The experimental and control groups were homogeneous in English proficiency before the intervention — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
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