The control group's mean score rose 3.2 points from pre-test (3.2) to post-test (6.4) under traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? Students taught traditionally improved from a pre-test mean of 3.2 to a post-test mean of 6.4, a smaller gain than the AR group's, and 21.5% of control students failed the post-test. → Purificacion Toledo-Morales & Jose Manuel Sanchez-Garcia 2018

Evidence¶

Purificacion Toledo-Morales & Jose Manuel Sanchez-Garcia 2018¶

Purificacion Toledo-Morales & Jose Manuel Sanchez-Garcia. (2018). Use of Augmented Reality in Social Sciences as Educational Resource. Turkish Online Journal of Distance Education-TOJDE, 19(3), Article 4. https://eric.ed.gov/?id=EJ1183349

q2 · i? · causal · r1

Within-group pre/post comparison of the control group (5th B, 24 students) taught by traditional method. The article reports the 3.2-point gain and the post-test grade distribution, including "21.5% of suspended students"; no effect size is printed.

"Applying test t-student to the pre-test and post-test of the group control is obtained ratings a little higher after the explanations of the topic following a traditional method but the difference between the average is a little lower, 3.2, in the pre-test the average rating was 3.2 and the post-test 6.4"

Discussion¶

Related Claims¶

• The AR group's mean score rose 4.5 points from pre-test (3.4) to post-test (7.9) — related
• Primary students taught 'The Representation of the Earth' with AR scored higher on the post-test than students taught traditionally (M = 7.9 vs M = 6.4) — related
• The control group also improved from pre-test to post-test under conventional teaching, but less than the experimental group — related