Experimental and control 7th-grade students did not differ significantly on achievement pre-test scores before the particulate nature of matter unit¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: local conditions change quickly

Subclaims¶

q2 i? There was no significant difference between experimental and control group pre-test achievement scores, indicating comparable starting achievement. → Ceylan 2018

Evidence¶

Ceylan 2018¶

Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps. Science Education International, 29(4). https://eric.ed.gov/?id=EJ1205414

q2 · i? · causal · r2

Mann–Whitney U comparison of achievement pre-test scores in the semi-experimental pre-test/post-test control group study (n = 27 per group). The study found "no significant difference" between groups (U = 320.00, ρ > 0.05); equivalence was not tested beyond this non-significant test.

"there was no significant difference between the control group and the experimental group students’ average of achievement pre-test scores (U = 320.00, ρ > 0.05)"

Discussion¶

Related Claims¶

• The experimental and control groups were statistically equal in achievement on the structure and properties of matter at pretest — possibly the same claim (merge candidate)
• Before instruction, the jigsaw and traditional groups were equivalent on prior knowledge, unit pre-test, and prior grades — related
• Experimental-group students taught with concept cartoons showed significant gains on all four flow map parameters, including correctness (misconception reduction) — related
• Seventh-grade students taught the particulate nature of matter unit with concept cartoons achieved significantly higher post-test scores than control students taught with the current program — related