Computer-based science and technology instruction produces significantly higher corrected post-test problem solving skill scores than traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The experimental group's corrected problem solving post-test means significantly exceeded the control group's, with η² = .318 attributed to group membership. → Serin 2011

Evidence¶

Serin 2011¶

Serin, O. (2011). The effects of the computer-based instruction on the achievements and problem solving skills of the science and technology students. The Turkish Online Journal of Educational Technology, 10(1). https://eric.ed.gov/?id=EJ926568

q3 · i3 · causal · r2

ANCOVA on the Problem Solving Inventory for Children (Cronbach's alpha .85) in the same 52-pupil pre-test/post-test control group experiment. Corrected means were "Experimental=86.361; Control =74.524"; the printed effect size is η² = .318, as the article reports "the 31.8 % of the variances in the achievements post tests can be attributed to being in different process groups".

"there is a statistically significant difference between the means of the problem solving post test scores corrected with respect to the pre test scores of the control group taught according to the traditional method and the experimental group taught according to the computer-based science and technology program (F (1,49)=22.891; p<.05)"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

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