The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled¶

Claim · All claims
Evidence · 1 study · q2 quasi-experiment
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA on post-test AT scores, covarying readiness-test scores, showed a significant difference favoring the experimental groups over the control groups. → Elif Ozata Yucel 2015

q2 i? Post-test AT adjusted means favored the experimental group taught with the developed design over the control group taught with the existing design. → Elif Ozata Yucel 2015

Evidence¶

Elif Ozata Yucel 2015¶

Elif Ozata Yucel, Muhlis Ozkan. (2015). Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2579

q2 · i?

Quasi-experimental non-equivalent control group study with four experimental (N = 82) and four control (N = 83) seventh-grade groups. ANCOVA with RT as covariate found "a significant difference between the average scores achieved by the experimental group and the control group students in the post-test AT (F(1-162) = 27.78; p = .00 < .05)".

"ANCOV A results (Table 7) showed that there was a significant difference between the average scores achieved by the experimental group and the control group students in the post-test AT (F(1-162) = 27.78; p = .00 < .05)."

Discussion¶

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