Concept cartoon© teaching produced a statistically significant posttest score advantage over traditional teaching in fourth-grade science¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest scores differed significantly between the experimental group taught by concept cartoons© (M = 4,18) and the control group taught traditionally (M = 3,55), t = 3.88, p = 0.0005. → Michaela Minárechová 2016 q2 i? Pretest scores did not differ significantly between groups (p = 0,67), supporting group comparability at baseline. → Michaela Minárechová 2016 (2)

Evidence¶

Michaela Minárechová 2016¶

Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824

q2 · i? · causal · r1

Pretest–posttest quasi-experiment with two intact fourth-grade classes (EG n = 17, CG n = 15 at posttest) taught nine science themes over three months. The t-test showed "P‐value 0,0005 (in posttest) is significant at α 0.05"; no effect size was printed.

"It showed difference between the mean scores of experimental (M= 4,18) and control (M = 3,55) groups. The significance of the difference was tested using t‐test. T‐test indicates that P‐value 0,0005 (in posttest) is significant at α 0.05 level of significance."

Michaela Minárechová 2016 (2)¶

Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824

q2 · i? · causal · r1

Baseline comparison of the same quasi-experiment: the pretest t-test gave "P‐value 0,67 (in pretest) is insignificant at α 0.05", so the null hypothesis of no pretest difference was accepted. No effect size printed.

"T‐test indicates that P‐value 0,67 (in pretest) is insignificant at α 0.05 level of significance. So the null hypothesis stating that there is no statistically significant difference between the students’ pretest scores in the control group who received traditional teaching method and in the experimental group who was taught by concept cartoons©, is accepted."

Discussion¶

Related Claims¶

• Using cartoons in social studies lessons significantly increases grade 4 students' awareness of water issues compared with traditional teaching — a narrower finding that bears on this claim
• Concept-cartoon-based teaching significantly increased seventh graders' critical thinking scores within the experimental group — related
• Group main effect: concept cartoon teaching explained 18% of variance in critical thinking scores between groups — related
• The group-by-measurement interaction in CCT-X scores significantly favoured the concept cartoon group — related
• Existing teaching methods produced no significant change and a descriptive decline in control group critical thinking scores — related
• Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — related