In the computer-graphics group, post-test performance ordered high > average > low creative ability despite similar gains for high and low ability students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · not yet checked against its sources · 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? Within the computer-graphics-aided group, post-test mean scores of 67.14, 63.75 and 53.50 for high, average and low ability students indicate a decreasing-order performance pattern. → Abass 2011
Evidence¶
Abass 2011¶
Bada Tayo Abass. (2011). Computer Instructional Approach and Students' Creative Ability in Sculpture Education in Nigeria Universities: Obafemi Awolowo University as a Case Study. World Journal of Education. https://doi.org/10.5430/wje.v1n2p130
q2 · i? · causal · r1
Descriptive comparison of post-test means in the computer-graphics group of the 48-student study (Table 1): achievement gains were 14.28 (high), 6.25 (average) and 14.00 (low). These are descriptive means with no test reported at this point.
"a comparison of their post- test mean scores – 67, 14 , 63.75 and 53.50 respectively for those with high, average and low ability suggest that those with high ability ha d the best performance followed by those with average and low ability decreasing order."
Discussion¶
Related Claims¶
- High and average creative-ability students significantly outperformed low creative-ability students, but high and average did not differ — related
- Students' creative ability level has a significant main effect on post-test performance in sculpture skill development in the OAU quasi-experiment — related
- The interaction between instructional method and creative ability on sculpture post-test performance was not significant — related
- The study reports no significant difference in sculpture creative ability between computer instructional and conventional approaches, while its ANCOVA table marks the instructional methods main effect significant — related
- No significant achievement difference between high- and low-ability students taught with reflective inquiry — related
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