Case-based learning groups achieved significantly higher post-test acquisition scores than control groups in an Introduction to Educational Science course¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test scores of both the CBL1 and CBL2 experimental groups differed significantly from the control groups' post-test scores. → İlhan-Beyaztaş and Özdemir 2018 q3 i? The omnibus one-way ANOVA on post-test scores across departments was statistically significant. → İlhan-Beyaztaş and Özdemir 2018

Evidence¶

İlhan-Beyaztaş and Özdemir 2018¶

Dilek İlhan-Beyaztaş, Burhanettin Özdemir. (2018). The Effect of Case-Based Curriculum on Cognitive and Affective Characteristics of Students. Journal of Education and Training Studies, Vol. 6, No. 3. https://doi.org/10.11114/jets.v6i3.3035

q3 · i? · causal · r1

Semi-experimental pretest-posttest control group study with 334 freshmen; one-way ANOVA on post-test scores of experimental and control departments was significant (F 4-199=8.063, p=0.00<0.05), followed by Fisher's LSD post hoc tests comparing groups.

"According to results in Table 5, there was a statistically significant difference between the post -test scores of at least two departments according to the one-way ANOV A results on the post-test scores of the departments presented in Table 5 (F 4-199=8.063, p=0.00<0.05)."

Discussion¶

Related Claims¶

• CBL1 and CBL2 implementations did not differ significantly from each other in post-test acquisition scores — related