Both experimental and control groups improved significantly on social problem-solving over the school period¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q3 i? The experimental group's pre-to-post gain was significant (mean increase 3.06, t = -6.13, p < .01). → Gur 2018 q3 i? The control group also improved significantly (mean increase 2.5, t = -5.69, p < .01), which the authors attribute to regular preschool education during October through April. → Gur 2018 (2)

Evidence¶

Gur 2018¶

Gur, C. & Kocak, N. (2018). The Effect of TMPT Program on Pre-school Children's Social Problem Solving Skills. Eurasian Journal of Educational Research, 73, 77-94. https://doi.org/10.14689/ejer.2018.73.5

q3 · i? · causal · r1

Dependent t-test within the 32 experimental children showed a significant pre-to-post gain of 3.06 points on the Wally test after the five-month TMPT Program.

"As seen in Table 5, there is a significant difference between 5-6-year-old children’s pre-test and post-test scores in the experimental group (t = -6 13 p < .01). The increase of 3.06 in the arithmetic mean was in favor of post-tests."

Gur 2018 (2)¶

Gur, C. & Kocak, N. (2018). The Effect of TMPT Program on Pre-school Children's Social Problem Solving Skills. Eurasian Journal of Educational Research, 73, 77-94. https://doi.org/10.14689/ejer.2018.73.5

q3 · i? · causal · r1

Dependent t-test within the 38 control children showed a significant pre-to-post gain of 2.5 points. The authors state that the long preschool training process itself positively supported children's social problem-solving skills.

"As seen in Table 6, there is a significant difference in terms of 5 -6-year-old children’s pre -test and post -test scores in the control group (t = -5.69 p< .01). The increase of 2.5 in the arithmetic mean was in favor of post -tests."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• The TMPT Program improves 5-6-year-old children's social problem-solving skills relative to a control group — related
• Both control and experimental sixth-grade groups made statistically significant overall gains on the Lunar Phases Concept Inventory from pre to post — related
• Both experimental and control groups improved their proportional reasoning scores from pretest to posttest — related
• Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity — related
• Layered Curriculum activities produced a significant pre-to-post gain in experimental students' problem solving skills scores — related
• The same intervention significantly improved learners' problem-solving, with a medium practical effect (d = 0.6) — related
• The experimental group's gains were not sustained: at post-test 2 its problem recognition was lower than both the control group and its own post-test 1, and problem-solving showed no significant change — related
• Experimental group students significantly outperformed control group students on the post-test of problem solving skills — related