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

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? The difference between post-test scores of the CBL-1 and CBL-2 experimental groups was not statistically significant (p = 0.401), although CBL-1's mean was descriptively higher. → 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

Fisher's LSD post hoc comparison in the same 334-student semi-experimental study: the two case-based implementations did not differ significantly (p = 0.401 > 0.05). The article notes CBL-1's post-test scores were descriptively higher but not significantly so.

"When the one -way ANOV A results in Table 6 shows that the difference between the post -test scores of the CBL -1 experimental group and CBL -2 experimental group was not statistically significant (p = 0.401> 0.05)."

Discussion¶

Related Claims¶

• Students reported cognitive benefits of case-based learning, with CBL2 frequencies higher but time-management problems reported — related
• Case-based learning groups achieved significantly higher post-test acquisition scores than control groups in an Introduction to Educational Science course — related