Both traditional and MIT-based Technology instruction produce statistically significant pre-to-post gains in emotional and knowledge scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? t-Student tests comparing pre-test and post-test scores within each group gave a p-value of 0.00, indicating both kinds of intervention affected emotions and knowledge. → Sanchez-Martin et al. 2017

Evidence¶

Sanchez-Martin et al. 2017¶

Jesus Sanchez-Martin, Garcia J. Alvarez-Gragera, Maria Antonia Davila-Acedo, Vicente Mellado. (2017). TEACHING TECHNOLOGY: FROM KNOWING TO FEELING. ENHANCING EMOTIONAL AND CONTENT ACQUISITION PERFORMANCE THROUGH GARDNER'S MULTIPLE INTELLIGENCES THEORY IN TECHNOLOGY AND DESIGN LESSONS. Journal of Technology and Science Education, 7(1), 58-79. https://doi.org/10.3926/jotse.238

q2 · i? · causal · r1

Quasi-experimental pre/post comparison in each group (control and experimental) reported in section 3.2. The article reports a statistically significant pre-to-post difference for both intervention types with no effect size printed; Table 1 means show e.g. experimental emotional score rising from 58.39 to 63.28.

"The statistical significance of t-Student test was given by a p-value of 0.00, so the differences due to the educative intervention (both kinds) are evident."

Discussion¶

Related Claims¶

• MIT-based instruction produced a statistically significant post-test emotional-yield advantage over traditional instruction — related
• Post-test content acquisition favoured the MIT-based group descriptively, but the reported ANOVA p-value of 0.34 does not reach significance — related
• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related