Control group students receiving only the standard science curriculum showed no significant change in attitude across pretest, posttest and monitoring test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A repeated-measures ANOVA found no significant difference among the control group's pretest, posttest and monitoring test attitude scores. → Yildirim 2018

Evidence¶

Yildirim 2018¶

Halil Ibrahim Yildirim. (2018). The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course. Journal of Education and Training Studies, 6(12). https://doi.org/10.11114/jets.v6i12.3624

q2 · i? · causal · r1

Repeated-measures ANOVA on the 30-student control group taught only per the Science Course Curriculum; F(2-58)=1.14, p>.05; descriptive means were 3.21, 3.24 and 3.22. No effect size is printed for this null finding.

"it can be said that the difference between the attitude pretest, posttest and monitoring test scores are not at a significant level (F(2-58)=1.14; p>.05)."

Discussion¶

Related Claims¶

• Within the experimental group, attitudes rose significantly from pretest to posttest and monitoring test, and the gain held between posttest and monitoring test — related
• Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related
• Students taught Structure of the Atom and the Periodic Table with Programmed Instruction obtained significantly higher attitude mean scores than control groups taught conventionally — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — related
• Including out-of-school learning environments in 6th-grade science instruction produces significantly higher attitudes toward the science course than curriculum-only instruction at posttest — related