Conceptual change texts produced a significant pre-to-post achievement gain in the experimental group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group students improved significantly from pre-test to post-test after teaching with conceptual change texts. → Dağdelen and Kosterelioglu 2015

Evidence¶

Dağdelen and Kosterelioglu 2015¶

Orhan Dağdelen, İlker Kösterelioğlu. (2015). Effect of Conceptual Change Texts for Overcoming Misconceptions in “People and Management” Unit. International Electronic Journal of Elementary Education, 8(1), 99-112. https://eric.ed.gov/?id=EJ1078838

q2 · i? · causal · r1

Dependent samples t-test comparing experimental group PMAT pre-test (M= 10.00) and post-test (M= 14.35), mean difference 4.35, t(22)= -5.036; p< 0.05. The article reports "size effect of meaningful difference is high level (η2= 36.5)". That value cannot be an eta squared, which is at most 1; read as a percentage it still does not match the printed statistics (t(22) = 5.04 implies η² ≈ .54), so no effect size is coded from it (source-validity check, 2026-11-02).

"This finding points to significant increase in achievement for experimental group students as a result of teaching with the help of conceptual change texts."

Discussion¶

Related Claims¶

• The pre-to-post achievement gain was significantly larger in the conceptual change text group than in the control group — related
• Traditional teaching also produced a significant pre-to-post achievement gain in the control group — related
• All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes — a broader claim this one bears on