When pre-test scores were controlled, the software had a significant effect on academic achievement, with the model explaining 44% of variance¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA controlling pre-test scores showed a significant group effect on achievement (F = 52.895; p < 0.01; R2 = 0.440). → Ercan 2017

Evidence¶

Ercan 2017¶

Ercan, O., Ural, E., & Köse, S. (2017). The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes Towards Environment and Emotional Intelligence. Science Education International, 28(1), 78-94. https://eric.ed.gov/?id=EJ1143753

q2 · i? · causal · r2

ANCOVA on post-test achievement with pre-test as covariate, reported in Table 3. The model was significant (p = 0,000) and "explains 44 % of the conceptual achievement" (R 2 = 0.440); the group effect F = 52.895 was significant.

"the implemented software has meaningful effect on experimental group students’ academic achievement when pre -test scores of groups were controlled (F = 52.895; p < 0.01)."

Discussion¶

Related Claims¶

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