Experimental-group students showed significant pre-to-post gains in learning achievement with the CoBl model¶

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 experimental group's learning achievement posttest score was significantly higher than its pretest score (t = -17.93, p = .000). → Kingpum et al. 2015

Evidence¶

Kingpum et al. 2015¶

Peerasak Kingpum, Chaiyot Ruangsuwan and Sumalee Chaicharoen. (2015). A development of a collaborative blended learning model to enhance learning achievement and thinking ability of undergraduate students at the Institute of Physical Education. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2350

q2 · i? · causal · r2

Two-group time-series experiment with 30 experimental students; Table 2 reports pretest mean 29.67 (SD 3.77) and posttest mean 48.03 (SD 3.92), t = -17.93, p = .000. The article reports the posttest "was 48.03(SD = 3.92) at 80.05%".

"Experiment 30 29.67 3.77 48.03 3.92 -17.93** .000**"

Discussion¶

Related Claims¶

• Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
• Both groups improved significantly from pretest to posttest on the BLAT — related
• Both the experimental and control classes improved significantly from pre-test to post-test in listening — related
• The CoBl model comprises four components and a three-phase instructional process with five pre-instruction steps and nine instructional steps — related
• Both groups improved significantly from pre-test to post-test in the local history learning activities — related