Fourth graders taught with conceptual change texts scored significantly higher on the post-test than peers taught with traditional methods¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Post-test scores differed significantly between experimental and control groups in favor of the experimental group by the authors. → 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
Quasi-experimental non-equivalent control group study with 23 experimental and 23 control 4th graders; independent samples t-test on PMAT post-test means Mexp= 14.35 vs Mcontrol= 11.65. The article reports "the calculated size effect of meaningful difference in favour of experimental group is high level (η2= 24.5)". That value cannot be an eta squared, which is at most 1; read as a percentage it still does not match the printed statistics (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).
"Post -test scores show significant differences between experimental and control group students ( t(44)= 3.787; p< 0.05)."
Discussion¶
Related Claims¶
- The pre-to-post achievement gain was significantly larger in the conceptual change text group than in the control group — related
- Conceptual change texts were more effective than traditional teaching across the nine concepts, though the democracy concept remained difficult — possibly the same claim (merge candidate)
- Seventh graders taught technical education with a hypertext didactic text scored higher on a final didactic test than pupils taught by traditional methods — related
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