The control group's geometry achievement did not change significantly between posttest and one-month retention test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Within the control group, the difference between post-test and retention test scores was not significant (z=1.402, p>0.05). → Kesan 2013
Evidence¶
Kesan 2013¶
Kesan, C. & Çalıskan, S. (2013). The effect of learning geometry topics of 7th grade in primary education with dynamic Geometer's Sketchpad geometry software to success and retention. The Turkish Online Journal of Educational Technology, 12(1). https://eric.ed.gov/?id=EJ1008875
q2 · i? · causal · r1
Wilcoxon Signed-Ranks test comparing the control group's (n=21) post-test and retention test scores after traditional geometry teaching; the article reports no significant change within one month.
"there was not a significant difference between the groups' scores of post-test and retention test of the students in control group (z=1,402; p>0,05). This shows that the control group's academic achievement gained at the end of traditional geometry teaching has not changed within a month after the training."
Discussion¶
Related Claims¶
- The experimental group's geometry achievement did not change significantly between posttest and one-month retention test — related
- Unpretested groups showed no significant difference between their own post-test and retention test scores — related
- The web-based ITS did not significantly influence retention one month after instruction — related
- GSP-taught students retained significantly more geometry learning one month after instruction than traditionally taught students — related
- Within the integrated STEM group, academic achievement declined significantly from post-test to one-year permanence test, while the control group's decline was not significant — related
- Geometry achievement and retention showed no significant gender differences in either the GSP or the traditional teaching group — related
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