Computer animations produced more positive attitude gains toward science than Jigsaw II and reading-writing-presentation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA of post-SLAS scores showed animation students developed significantly more positive attitudes toward science than both other groups. → Koç 2016

Evidence¶

Koç 2016¶

Koç, Y., Yildiz, E., Çaliklar, Ş., & Şimşek, Ü. (2016). Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of “Light” Unit. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2861

q2 · i? · causal · r1

ANCOVA on post-SLAS scores covarying pre-SLAS showed a significant group effect [F(2,67)=16.475; p<0.05]. LSD tests favored the animation group over both Jigsaw II and reading-writing-presentation groups.

"The relevant results show that more statistically significant positive developments occurred in the attitudes of the AG students towards the science lesson compared to both the JIIG students and RWPG students."

Discussion¶

Related Claims¶

• All three methods created positive attitudes toward science among students — related
• Jigsaw II and animations improved epistemological beliefs more than reading-writing-presentation — related
• Jigsaw II students achieved significantly higher academic achievement than animation students in the Light unit — related
• Jigsaw II produced significantly higher retention of knowledge than both reading-writing-presentation and animations — related