The animation-assisted 5E application produced a significant pre-to-post attitude change in the experimental group while the control group's attitudes did not change¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A significant difference was found between pre- and post-practice attitude scores in the experimental group using the animation-assisted 5E application, whereas no significant difference was seen in the control group. → Özcan and Kiliç 2017

Evidence¶

Özcan and Kiliç 2017¶

Mehmet Fatih Özcan, Latife Kirbaşoğlu Kiliç. (2017). The Effects of Animation Supported 5E Model on Teaching 'Indicative and Subjunctive Moods' in 7th Grade Turkish Lesson. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2017.051407

q2 · i? · causal · r1

Pre/post attitude scale comparison within each group in the quasi-experiment, using the Ministry of National Education (EARGED) Turkish Lesson Attitude Scale. The article reports a significant pre-post difference only in the experimental group; no statistic or effect size is printed.

"It was seen that there was no significant difference in the pre- and post-practice attitude scores of the control group in which the current teaching program was applied. 3. A significant difference was found in the pre - and post-practice attitude scores of the experimental group in which the animation- assisted 5E application was used"

Discussion¶

Related Claims¶

• Both the animation-enriched and cooperative-learning-enriched 5E models improved seventh-graders' scientific attitudes relative to the 5E model alone, with no difference between the two enriched groups — related
• The 5E intervention produced no significant differences on any of the three attitude-scale subfactors — related
• The 5E instructional model enriched with animations produced higher seventh-grade achievement on the light unit than the 5E model enriched with cooperative learning and the 5E model alone — related
• 5E inquiry learning activities did not change affective attitude toward chemistry relative to lecture-based teaching — related
• The web-assisted virtual material produced no statistically significant change in students' attitudes toward science and technology lesson — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — related
• Animation-supported 5E instruction produced significantly higher post-test grammar success than the current teaching programme in 7th grade Turkish — related
• Animation-supported 5E instruction produced significantly higher retention scores than the current programme five weeks after implementation — related