Blog activities significantly improved students’ usage of environment¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · 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 i? Students’ usage of environment scores increased significantly after the blog intervention (t(55) = -3.36, p = 0.001). → Saltan 2017
Evidence¶
Saltan 2017¶
Saltan, F., & Divarci, O. F. (2017). Using Blogs to Improve Elementary School Students’ Environmental Literacy in Science Class. European Journal of Educational Research, 6(3), 347-355. https://doi.org/10.12973/eu-jer.6.3.347
q2 · i? · causal · r1
Repeated-measures t-test on the usage subscale for 56 students. Post-test mean (70.73) exceeded pre-test mean (66.57), a statistically significant difference (t(55) = -3.36, p = 0.001).
"It has been realized that there is a crucial difference between the students’ pre -test (m=66, 57, sd=9, 39) and post -test (m=70,73 ; sd=8,81) use of environment scores (t(55)=-3,36, p=0.001)."
Discussion¶
Related Claims¶
- Blog activities significantly improved students’ attitudes toward the environment — related
- Blog activities significantly improved students’ environmental knowledge — related
- Blog activities did not improve students’ interest in environmental problems — related
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