Control-group students taught with the current curriculum showed no significant change in classroom engagement from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon Sign Test comparisons of the control group's pre-test and post-test scores found no significant difference on any of the five engagement sub-dimensions. → Ayçiçek 2018

Evidence¶

Ayçiçek 2018¶

Ayçiçek, B., & Yanpar Yelken, T. (2018). The Effect of Flipped Classroom Model on Students’ Classroom Engagement in Teaching English. International Journal of Instruction, 11(2), 385-398. https://doi.org/10.12973/iji.2018.11226a

q2 · i? · causal · r2

Wilcoxon Sign Test on the 20-student control group's pre-test and post-test scores in the same quasi-experiment. The article reports p values from .096 to .417 across the five sub-dimensions and states "there is no significant di fference between the pre -test and post -test scores of the control group".

"The data given in Table 5 show that there is no significant di fference between the pre -test and post -test scores of the control group in the five sub -dimensions (p>.05). In the light of the data given in Table 5, it can be argued that students’ classroom engagement levels did not change during the experimental process."

Discussion¶

Related Claims¶

• Within the flipped-classroom experimental group, engagement rose significantly from pre-test to post-test on four sub-dimensions and disengagement fell significantly — related
• Control-group pre-K children showed no statistically significant change on either measure over the ten-week period — related