Both groups improved significantly from pretest to posttest on the BLAT¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? The experimental group's pretest-posttest difference was significant (p = 0.000), and the control group's was also significant (p = 0.000). → Guzel 2016

Evidence¶

Guzel 2016¶

Hatice Guzel. (2016). The effect of brightness of lamps teaching based on the 5E model on students' academic achievement and attitudes. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2915

q2 · i? · causal · r2

Dependent t-test within the experimental group (n=29, t = -18.639 as printed in Table 3); the article also reports a significant within-group gain for the control group (Table 4, t = -4.499, p = 0.000). No effect sizes are printed.

"As seen in Table 3, there is a significant difference between the pretest and posttest scores of the experimental group (p= 0. 000 <0.05). Students in the experimental group were more successful in the posttest in comparison with the pretest."

Discussion¶

Related Claims¶

• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — possibly the same claim (merge candidate)
• Both experimental and control students showed significant pre-to-post gains on the Newton's Laws achievement test — possibly the same claim (merge candidate)
• 5E-model teaching of lamp brightness produced higher posttest achievement than traditional teaching in a quasi-experiment with 62 11th-grade students — related