Both the VM-enriched ePBL group and the traditional PBL group showed statistically significant achievement gains from pre-test to post-test¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Paired-samples t-tests showed significant pre-to-post gains in both groups (EG: t(29)=-9.54, p=.000; CG: t(29)=-4.89, p=.000). → Çakıroğlu 2014
Evidence¶
Çakıroğlu 2014¶
Çakıroğlu, Ü. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/10.14689/ejer.2014.55.12
q2 · i? · causal · r2
Paired-samples t-tests within each group of the quasi-experimental study (n=30 per group) showed significant gains: EG from M=40.4 to M=60.2 (t(29)=-9.54, p=.000) and CG from M=42.73 to M=50.6 (t(29)=-4.89, p=.000). The author writes that "both ePBL and traditional PBL treatments provided a positive effect on achievements".
"There was a significant difference in the mean scores in the EG for the pre -test (M= 40.4; SD= 10.41) and for the post -test (M: 60.2; SD= 13.88), and a significant difference exits in the means scores in the CG for the pre -test (M: 42. 73; SD=11.37) and post-test (M= 50.6; SD= 11.78)."
Discussion¶
Related Claims¶
- Both groups showed statistically significant improvements in attitudes toward mathematics from pre-test to post-test — related
- Tenth-grade students in a PBL environment enriched with virtual manipulatives significantly outperformed students in a traditional PBL environment on an achievement test in Polynomials and Quadratic Equations — related
- Attitudes toward mathematics did not differ significantly between the VM-enriched ePBL group and the traditional PBL group after the intervention — related
- Interviewed students reported that VMs supported learning (understanding, quick feedback, correcting mistakes) and independence from the teacher, but also reported fatigue, stress, distraction, and repetitive examples — related
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