ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA of post-test attitude scores, adjusting for KCSE Mathematics, English and Physics points, showed statistically significant differences among groups E, C1 and C2 (F = 3.115, df = 2/99, Sig. = 0.049). → Daniel M. Getuno 2015

Evidence¶

Daniel M. Getuno 2015¶

Daniel M. Getuno, Joel K. Kiboss, Johnson M. Changeiywo, & Leo B. Ogola. (2015). Effects of an E-Learning Module on Students' Attitudes in an Electronics Class. Journal of Education and Practice, Vol.6, No.36. https://eric.ed.gov/?id=EJ1086475

q2 · i? · causal · r1

Omnibus ANCOVA on post-test attitude scores for the three groups, with students' average KCSE scores in Mathematics, English and Physics as covariates (evaluated at 7.0609 points). The contrast was significant, with "F (.049, 2, 99) = 3.115"; no effect size is printed.

"The results reveal that there were statistically si gnificant differences in post-test scores for stude nts' attitudes where, F (.049, 2, 99) = 3.115 > Critical F (.05, 2, 99) = 3.0718."

Discussion¶

Related Claims¶

• The only significant pairwise post-test difference in attitudes was between two e-learning-taught groups differing only in pre-test exposure, favouring the pre-tested group — a narrower finding that bears on this claim
• The conventionally taught pre-tested group and the e-learning-taught unpre-tested group did not differ significantly in post-test attitudes — a narrower finding that bears on this claim
• ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — 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
• Groups E and C1 were homogeneous in entry attitudes, with no significant pre-test difference — related