The control and experimental groups did not differ significantly on the pre-test¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · 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.
q3 i? Pre-test scores showed no significant difference between groups, supporting homogeneous distribution (35.69% vs 36.39%). → Dincer 2011
Evidence¶
Dincer 2011¶
Dincer, S. (2011). Exploring the Impacts of Analogies on Computer Hardware. The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932231
q3 · i? · causal · r2
Independent-samples t-test on pre-test scores of the two groups (43 each). The article reports "t(84) = 0.176 (sig. = 0.861), p > 0.05" with pre-test totals of 35.69% and 36.39%; equivalence was not tested beyond this comparison.
"No significant difference was found between groups for pretest, t(84) = 0.176 (sig. = 0.861), p > 0.05, as shown in Table 3. This suggests homogeneous distribution between groups."
Discussion¶
Related Claims¶
- The experimental and control classes were statistically equivalent before the intervention on prior economics achievement — related
- Students taught with the e-learning module showed a significantly larger gain in attitudes from pre-test to post-test than students taught by the conventional method — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
- The two groups did not differ significantly on the pretest before instruction — related
- The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — related
- Groups E and C1 were homogeneous in entry attitudes, with no significant pre-test difference — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- Experimental and control groups were homogeneous in idiom knowledge before treatment — related
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