Experimental-group students held more positive attitudes toward flexible hypertext course design than control-group students toward direct design (t = 4.723)¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (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? The t-test for equality of means on student attitudes was 4.723 (df 144), exceeding the critical value of 1.962, so Hypothesis 2 was rejected at the 0.05 alpha level. → Chokri Barhoumi; Pier Giuseppe Rossi 2013
Evidence¶
Chokri Barhoumi; Pier Giuseppe Rossi 2013¶
Chokri Barhoumi; Pier Giuseppe Rossi. (2013). The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in e-learning Environments. Contemporary Educational Technology, 4(4), 281-308. https://eric.ed.gov/?id=EJ1105506 doi:10.30935/cedtech/6109
q2 · i? · causal · r2
Three-level Likert attitude survey (8 items, N=146) administered face-to-face to both groups, analyzed with t-test in SPSS. The article reports t = 4.723 against a critical value of 1.962, with control mean 18.44 and experimental mean 15.99 (lower scores indicate more agreement). No effect size is printed.
"The obtained value of the t-test calculated for the equality of means in attitudes of students of the experimental group and the control group is 4.723 (see Table 10), and this is higher than the critical value of the t-test, which 1.962."
Discussion¶
Related Claims¶
- A flexible hypertext course group averaged 76% on achievement tests against 59% for a direct-design group that studied different software, so the contrast confounds design with content — related
- Experimental-group students accessed the online course and learning activities more frequently (6.38 and 7.92) than control-group students (2.67 and 6.05) — related
- More experimental-group answers achieved 100% accuracy on achievement tests (23) than control-group answers (13) — related
- The experimental group answered achievement tests faster (6.18 minutes) than the control group (7.51 minutes) — related
- Presenting multiple cases from different perspectives supports transfer in ill-structured domains — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cft-hypertext-design-more-positive-attitudes |
title |
Experimental-group students held more positive attitudes toward flexible hypertext course design than control-group students toward direct design (t = 4.723) |
description |
Experimental-group students held more positive attitudes toward flexible hypertext course design than control-group students toward direct design (t = 4.723) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chokri-barhoumi-pier-giuseppe-rossi-2013 |
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