All three learning environments produced statistically significant pre-test to post-test achievement gains in simple electricity¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught through laboratory method showed a significant pre-post gain, t(20)=6.69, p<.05. → Zeynep Koyunlu Ünlü & İbilge Dökme 2011 q2 i? Students taught through analogy-based simulation showed a significant pre-post gain, t(17)=8.97, p<.05. → Zeynep Koyunlu Ünlü & İbilge Dökme 2011 (2) q2 i? Students taught through the combined method showed a significant pre-post gain, t(26)=20.34, p<.05. → Zeynep Koyunlu Ünlü & İbilge Dökme 2011 (3)

Evidence¶

Zeynep Koyunlu Ünlü & İbilge Dökme 2011¶

Zeynep Koyunlu Ünlü & İbilge Dökme. (2011). The effect of combining analogy-based simulation and laboratory activities on Turkish elementary school students' understanding of simple electric circuits. TOJET: The Turkish Online Journal of Educational Technology, 10(4). https://dergipark.org.tr/en/pub/tojet

q2 · i? · causal · r2

Paired-samples t-test for control group I (n=21): mean EPT scores rose from 7.24 to 12.95 after the laboratory-method unit.

"It was found that there had been a significant increase in the academic achievements of the students after having the unit through laboratory method t(20)=6.69, p<.05."

Zeynep Koyunlu Ünlü & İbilge Dökme 2011 (2)¶

Zeynep Koyunlu Ünlü & İbilge Dökme. (2011). The effect of combining analogy-based simulation and laboratory activities on Turkish elementary school students' understanding of simple electric circuits. TOJET: The Turkish Online Journal of Educational Technology, 10(4). https://dergipark.org.tr/en/pub/tojet

q2 · i? · causal · r2

Paired-samples t-test for control group II (n=18): mean EPT scores rose from 6.06 to 11.94 after the analogy-based simulation unit.

"It was found that there had been a significant increase in the academic achievements of the students after having the unit through analogy-based simulation method t(17)=8.97, p<.05."

Zeynep Koyunlu Ünlü & İbilge Dökme 2011 (3)¶

Zeynep Koyunlu Ünlü & İbilge Dökme. (2011). The effect of combining analogy-based simulation and laboratory activities on Turkish elementary school students' understanding of simple electric circuits. TOJET: The Turkish Online Journal of Educational Technology, 10(4). https://dergipark.org.tr/en/pub/tojet

q2 · i? · causal · r2

Paired-samples t-test for the experimental group (n=27): mean EPT scores rose from 6.52 to 15.3 after the combined-method unit.

"it was found that there had been a significant increase in the academic achievements of the students after having the unit through the combination of laboratory method and analogy-based simulation method t(26)=20.34, p<.05"

Discussion¶

Related Claims¶

• Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
• No significant achievement difference was found between laboratory-only and analogy-based simulation-only environments — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related