Students taught with computer-based multimedia presentation significantly outperformed students taught by the conventional method on the post-test¶

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? Post-test mean achievement of the CBMP group (16.45) was significantly higher than that of the conventional-method group (13.18), t-cal 6.31 exceeding the tabulated 1.99 at P<0.05. → Abiola Lateef Olori and Adekunle Olusegun Igbosanu 2016

Evidence¶

Abiola Lateef Olori and Adekunle Olusegun Igbosanu 2016¶

Abiola Lateef Olori and Adekunle Olusegun Igbosanu. (2016). Effect of Computer- Based Multimedia Presentation on Senior Secondary Students’ Achievement in Agricultural Science. Journal of Education and Practice, Vol.7, No.31. https://eric.ed.gov/?id=EJ1122547

q2 · i? · causal · r1

Post-test comparison of two intact classes (N=40 each) in a quasi-experimental design, analyzed by t-test (df 78). CBMP post-test mean 16.45 (SD 2.06) versus conventional 13.18 (SD 2.05); t-calculated 6.31 exceeded the tabulated value, so "the null hypothesis is rejected".

"Table 3 shows that there is significant difference (P<0.05) in students’ achievement scores in agricultural science when taught using Computer-Bas ed Multimedia Presentation."

Discussion¶

Related Claims¶

• Computer-based multimedia presentation significantly improved SS II students' agricultural science achievement from pre-test to post-test — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
• The two groups did not differ significantly in prior agricultural science knowledge before the treatment — related
• Percentage scores on all eight tested communicative skills were higher after the Interactive Multimedia Package than after conventional method — related
• Secondary school students taught chemistry through computer-based simulations achieve significantly higher post-test scores than students taught through regular teaching methods — related
• Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related
• Multimedia application is more effective than conventional media for sixth-semester students' listening comprehension, per a t-test comparison — related