Students in both the experimental and control groups improved on all four outcomes from pretest to posttest¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · 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? The whole students, high Biology achievers and low Biology achievers in both groups had higher knowledge, awareness, decreasing behavior and critical thinking after learning (p < .001). → Chattuchai et al. 2015
Evidence¶
Chattuchai et al. 2015¶
Chattuchai, S., Singseewo, A., & Suksringarm, P. (2015). Development of knowledge, awareness, global warming decreasing behavior and critical thinking of grade 11 students using the Four Noble Truths method with meta-cognitive techniques. Educational Research and Reviews, 10(16), 2268-2275. https://doi.org/10.5897/ERR2015.2360
q2 · i? · causal · r2
Paired t-tests comparing pretest and posttest measures for the whole sample and each Biology-achievement subgroup in both groups of the 80-student quasi-experiment; the article reports significance at "p<.001" with no printed effect size.
"The whole students, the high Biology achievers an d the low Biology achievers in the experimental and cont rol groups had higher global warming knowledge, global warming awareness, global warming decreasing behavior and critical thinking prior to learning (p<.001)"
Discussion¶
Related Claims¶
- Prior Biology learning outcome interacted significantly with learning model on global warming awareness, decreasing behavior and critical thinking — related
- High prior Biology achievers showed more global warming awareness, decreasing behavior and critical thinking than low achievers, but did not differ significantly in global warming knowledge — related
- Grade 11 students taught environmental education with the Four Noble Truths method plus metacognitive techniques scored higher than traditionally taught students on pretest-adjusted posttests of global warming knowledge, awareness, decreasing behavior and critical thinking, except in the deduction aspect — related
- Both experimental and control groups improved significantly from pretest to posttest over the four-month period — related
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