Both ITS and traditionally instructed groups improved significantly from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired t-tests showed a significant difference between pre- and post-test scores for both the control and experimental groups (p < 0.05). → Karaci 2018

Evidence¶

Karaci 2018¶

Karaci, A., Akyuz, H. I., Bilgici, G., & Arici, N. (2018). Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention. International Journal of Computer Applications, 181(16). https://eric.ed.gov/?id=ED588768

q3 · i? · causal · r1

Paired t-test of pre-/post-test scores in the 80-student controlled experiment. Control means rose from 3.62 to 16.26 and experimental means from 3.42 to 20.66, with "a significant difference between the mean pre - and post-test scores of both groups".

"Table 3 shows a significant difference between the mean pre - and post-test scores of both groups after intervention (p < 0.05). In other words, the achievement level of both groups was higher after instruction."

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

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