Secondary school students taught chemistry through computer-based simulations achieve significantly higher post-test scores than students taught through regular teaching methods¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test Chemistry Achievement Test mean scores differed significantly among the four Solomon design groups, with experimental groups higher than control groups. → Mihindo W. Jane 2017

Evidence¶

Mihindo W. Jane 2017¶

Mihindo W. Jane, Wachanga S.W. & Anditi Z. O. (2017). Effects of Computer-Based Simulations Teaching Approach on Students’ Achievement in the Learning of Chemistry among Secondary School Students in Nakuru Sub County, Kenya. Journal of Education and Practice, 8(5). https://eric.ed.gov/?id=EJ1133108

q2 · i? · causal · r2

One-way ANOVA on post-test CAT scores of 175 students in the Solomon Four Non-Equivalent Control Group Design; experimental groups E1 (mean .6870) and E2 (.6200) exceeded control groups C1 (.5135) and C2 (.5480). The study reports "statistically significant F (3,171) = 9.305".

"The results in Table 6 show that the difference bet ween and within groups is statistically significant F (3,171) = 9.305, p< 0.05, leading to the rejection of H o1."

Discussion¶

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