Claims

Students taught with activity-based posters scored significantly higher on a retention test 21 days after the post-test than the control group

Claim · All claims
Evidence · 1 study · causal r2 · 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 retention test mean (21.56) was significantly higher than the control group's (13.20) on the test applied 21 days after the post-test (t = 7.28, 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 · r2

Retention test applied to both groups on May 6th, 2016, 21 days after the six-week application ended. Experimental group mean 21.56 (SS = 4.67) versus control group mean 13.20 (SS = 4.20), n = 30 per group; the article reports a significant difference "in favor of the experimental group".

"The difference between retention te st scores of academic achievement experimental group and control group was compared with the t test and it was found there was a significant difference with the value obtained (t=7.28) and [p<0.05]."

Discussion

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