Both groups showed statistically significant pretest-posttest gains on the short-answer questions test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Paired sample t-tests revealed a statistically significant increase in achievement on the Force and Motion Short-Answer Questions Test for both the experimental group (t=9.623, p=0.001) and the control group (t=3.319, p=0.004). → Kocakaya and Gönen 2014

Evidence¶

Kocakaya and Gönen 2014¶

F. Kocakaya, S. Gönen. (2014). Influence of Computer-Assisted Roundhouse Diagrams on High School 9th Grade Students’ Understanding the Subjects of “Force and Motion”. Science Education International, 25(3), 283-311. https://eric.ed.gov/?id=EJ1044458

q2 · i? · causal · r2

Paired sample t-tests on the short-answer test: experimental group rose from 5.83 to 30.63 (t=9.623, p=0.001, df=29); control group from 7.35 to 12.18 (t=3.319, p=0.004, df=16). No effect size printed.

"The results revealed a statistically significant increase in both experimental and control group students’ achievements (P<0.05)."

Discussion¶

Related Claims¶

• The Roundhouse Diagram group also scored higher on the short-answer concept test posttest than the control group — related
• Computer-assisted Roundhouse Diagrams produced higher posttest scores than the Context-Based Learning curriculum alone on a 9th-grade Force and Motion multiple-choice achievement test — related
• Roundhouse Diagrams helped reveal student misconceptions, which students generally reflected in the visuals they drew — related
• Within-group gains on the multiple-choice achievement test were significant only for the Roundhouse Diagram group, not the control group — related