Ninth-grade English students taught with activity-based posters scored significantly higher on the unit post-test than students taught with guidebook, course book and workbook¶

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? After six weeks, the experimental group's post-test mean was significantly higher than the control group's (t = 5.99, p < 0.05). → Coşkun and Eker 2018

Evidence¶

Coşkun and Eker 2018¶

İsmail Coşkun, Cevat Eker. (2018). The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning. Universal Journal of Educational Research 6(4): 585-597. https://doi.org/10.13189/ujer.2018.060402

q2 · i? · causal · r1

Pre-test–post-test control group quasi-experiment with 60 ninth graders (30 per group) in an Anatolian high school in Eskişehir; the experimental group additionally made and presented activity-based posters for six weeks. Post-test means were 19.8 (experimental) versus 13.00 (control), a "significant difference" per the printed t test.

"The difference between academic achievement post-test scores of the control group and experimental group was compared with the t test and it was found there was a significant difference with the value obtained (t = 5.99) and [p<0.05]."

Discussion¶

Related Claims¶

• The control group's academic achievement also rose significantly from pre-test to post-test under guidebook-based teaching — related
• Students taught with activity-based posters scored significantly higher on a retention test 21 days after the post-test than the control group — related
• Journal writing showed no statistically significant effect on learning retention three weeks after the unit — related