The pre-to-post achievement gain was significantly larger in the conceptual change text group than in the control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The difference between pre and post-test achievement gains favored the experimental group significantly. → 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 · r2

Independent samples t-test comparing the mean achievement differences of the two groups (Machexp= 4.35 vs Machcontroll= 1.43). The article reports the size effect "in favour of experimental group ... is high level (η2= 14.1)". That value cannot be an eta squared, which is at most 1; read as a percentage it still does not match the printed statistics (the experimental group's t(22) = 5.04 implies η² ≈ .54, against a reported 36.5), so no effect size is coded from it (source-validity check, 2026-11-02).

"While there was a significant increase in both groups in favour of post-tests, mean achievement difference was found to be in favour of the experimental group ( t(44)= -2.696; p< 0.01)."

Discussion¶

Related Claims¶

• Conceptual change texts produced a significant pre-to-post achievement gain in the experimental group — related
• Fourth graders taught with conceptual change texts scored significantly higher on the post-test than peers taught with traditional methods — related