Both experimental and control students showed significant pre-to-post gains on the Newton's Laws achievement test¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-test scores were significantly higher than its pre-test scores (Wilcoxon Z = -3.790, p = .000). → Baran 2018 q2 i? The control group's post-test scores were also significantly higher than its pre-test scores (Wilcoxon Z = -2.069, p = .039). → Baran 2018 (2)

Evidence¶

Baran 2018¶

Baran, M., Maskan, A., & Yaşar, Ş. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221-234. https://doi.org/10.12973/iji.2018.11215a

q2 · i? · causal · r1

Wilcoxon signed rank test on the experimental group's (N total 20) pre- and post-test scores: 18 positive ranks, Z = -3.790, p = .000, indicating significant within-group gains after the project-based game intervention.

"It was determined that students who participated in the study had sig nificantly higher end-test point averages (p <.05) at the end of the process"

Baran 2018 (2)¶

Baran, M., Maskan, A., & Yaşar, Ş. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221-234. https://doi.org/10.12973/iji.2018.11215a

q2 · i? · causal · r1

Wilcoxon signed rank test on the control group's (N total 13) pre- and post-test scores: 9 positive and 3 negative ranks, Z = -2.069, p = .039, indicating the traditional instruction also produced significant gains.

"It was determined that students who participated in the study had sig nificantly higher end-test point averages (p <.05) at the end of the process"

Discussion¶

Related Claims¶

• Both the graphic-novel and traditional-activity groups improved significantly from pre-test to post-test, with a larger gain in the experimental group — possibly the same claim (merge candidate)
• Both experimental and control groups improved significantly on all questions and conceptual questions from pre- to post-test after using PyKinetic — related
• Both experimental and control groups improved their proportional reasoning scores from pretest to posttest — related
• Preservice elementary science teachers who completed the argumentation training programme made significant pre-to-post gains across the three argument elements and overall argumentative performance — related
• Both experimental groups significantly improved in active learning strategies, value of mathematics learning, and learning environment stimulation, while the control group did not — related
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — a broader claim this one bears on
• The experimental group improved significantly from pre-test to post-test after learning the synthesis strategy — related