Animation-supported 5E instruction produced significantly higher post-test grammar success than the current teaching programme in 7th grade Turkish¶

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? After the six-week implementation, the experimental group taught with animation-supported 5E scored significantly higher on the grammar success test than the control group taught with direct instruction and question-answer methods. → 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

Quasi-experimental t-test comparison of post-test scores between the experimental group (animation-supported 5E) and control group (current programme), each with 25 analysed students per the printed table. The article reports "a significant difference between the levels of the value of winning" with t(48)=2.223, p=.007; no effect size is printed.

"T48=.2.223 and P=,007 p<0.05 for significance, it is observed that significant level. After the application of this finding experimental and control groups indicate that there is a significant difference between the levels of the value of winning."

Discussion¶

Related Claims¶

• 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
• Animation-supported 5E instruction produced significantly higher retention scores than the current programme five weeks after implementation — related
• 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 — related
• Students overwhelmingly reported that animation use positively affected their grammar success, citing permanence, repetition, understanding, interest and participation — related
• Pre-test comparison showed no significant difference between experimental and control groups before implementation — related
• Jigsaw I produced no significant difference in grammar success scores compared with conventional teacher-centered teaching in grade-8 Turkish grammar — related
• Students' views on the animated 5E activities clustered around active learning, motivation and enjoyment, with time demands as the main disadvantage — related