Caricature animations in the online learning environment did not significantly change students' attitudes toward humor¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After controlling for pretest scores, the grouping main effect on attitude-toward-humor final scores was not significant (F(1,43)=.040, p=.843). → Uğur Başarmak 2016

Evidence¶

Uğur Başarmak 2016¶

Uğur Başarmak, Ahmet Mahiroğlu. (2016). The Effect of Online Learning Environment Based on Caricature Animation Used in Science and Technology Course on the Success and Attitude of the Student for Humor. TOJET: The Turkish Online Journal of Educational Technology, 15(4). https://eric.ed.gov/?id=EJ1117641

q2 · i? · causal · r1

ANCOVA of the attitude-toward-humor scale (29 items, reliability 0.92) for both groups of 23; corrected final means were 105.19 versus 104.25. The article reports "the groupping main effect is not significant"; equivalence was not tested.

"the groupping main effect is not significant in terms of final test corrected average points of the groups when prete st total points are taken under control [ F (1,43)= .040 p=.843]."

Discussion¶

Related Claims¶

• Iranian undergraduate EFL learners taught idioms with humorous video clips hold positive attitudes toward their classroom use — related
• ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — reports the opposite
• When pretest scores were controlled, the posttest attitude difference between the visual-materials and traditional groups was not statistically significant, though the experimental group's adjusted mean was higher — related