Authentic learning activities produce higher 5th-grade social studies achievement than the available program¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 Posttest achievement of the authentic learning group was significantly higher than that of the available-program group (η² = .65). → Gürgil 2018
Evidence¶
Gürgil 2018¶
Fitnat Gürgil. (2018). The Effect of Authentic Learning Approach in Social Studies Teaching on the Academic Success. Universal Journal of Educational Research 6(10): 2061-2068. https://doi.org/10.13189/ujer.2018.061002
q2 · i3 · causal · r2
Quasi-experimental pretest-posttest study with 92 experimental and 92 control students across three Ankara schools. Independent-samples t-test with Bonferroni correction showed the posttest difference was significant, "(p = .000, η2 = .65)", while the pretest difference was not (p = .918).
"However, the difference between the posttest scores of the groups is statistically significant (p = .000, η2 = .65)."
Discussion¶
Related Claims¶
- Time-by-method interaction shows authentic learning and the available program differ in achievement growth — possibly the same claim (merge candidate)
- Activity-based teaching produced significantly higher post-test achievement than traditional lecture instruction in a higher-secondary education course — related
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