The paper-based control group showed no statistically significant gain from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's pre-test and post-test means did not differ statistically significantly, t(21)=-0,807, p=0,429. → Kayaoğlu 2011

Evidence¶

Kayaoğlu 2011¶

Kayaoğlu, M. N., Dağ Akbaş, R., & Öztürk, Z. (2011). A Small Scale Experimental Study: Using Animations to Learn Vocabulary. TOJET: The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932222

q2 · i? · causal · r1

Dependent t-test on the control group (N=22) with pre-test mean x=20,95 and post-test mean x=21,45 on the 40-item test. The article reports "t (21) =-0,807 and p>0,05 (.429)"; no effect size is printed.

"According to the dependent t-test analysis used to see if there is any difference between these average scores, the results are t (21) =-0,807 and p>0,05 (.429). These results affirm that there is no statistically significant difference between the average scores of pre-tests and post-tests applied to the group who employed paper-based text in a traditional way."

Discussion¶

Related Claims¶

• There is no statistically significant difference in vocabulary post-test scores between students learning via animation and via paper-based text — related
• The paper-based control group showed no statistically significant change in reading test scores over the term — possibly the same claim (merge candidate)
• Control group showed no statistically significant pre-test to post-test change in critical thinking disposition — related