Blog activities did not improve students’ interest in environmental problems¶

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? Students’ interest in environmental problems scores decreased significantly after the blog intervention (t(55) = 3.66, 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 interest subscale for 56 students. Post-test mean (33.93) was lower than pre-test mean (36.52), a statistically significant decrease (t(55) = 3.66, p = 0.001).

"Statistically, a notable difference has been found between the students’ pre-test (m =36,52; sd=6, 41) and post -test (m=33,93, sd=5,30) interest in environmental problems scores(t(55)=3,66; p=0.001)."

Discussion¶

Related Claims¶

• Blog activities significantly improved students’ usage of environment — related
• Blog activities significantly improved students’ environmental knowledge — related
• Blog activities significantly improved students’ attitudes toward the environment — related
• Outdoor activities with parents are moderately associated with students’ interest in environmental problems — related
• Blogging fostered positive student engagement and interest in learning activities across most studies, though experimental evidence was mixed — related
• Experimental and control groups differed systematically at pretest in budget knowledge, science interest, environmental concern, and environmental actions — related