The traditionally taught control group also improved significantly from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's mean EMSAT score rose from 25.50 (SD=2.51) to 34.65 (SD=3.20), a significant paired difference (t = -31.511, p = 0.000). → Oluwadare 2015

Evidence¶

Oluwadare 2015¶

Oluwadare, F. A. (2015). ICT Use in Preschool Science Education: A Case Study of Some Private Nursery Schools in Ekiti State. Journal of Education and Practice, 6(31). https://eric.ed.gov/?id=EJ1083397

q2 · i? · causal · r1

Paired samples t-test within the control group (128 children) receiving traditional story-based teaching, experiments on dissolving materials, and bin-sorting recycling activities. Table 3 prints t = -31.511, df = 136, mean difference -9.130, significance 0.000; no effect size is printed.

"The mean grade for the pre-test in the study was 25.50 (SD=2.51) compared to 34.65 (SD=3.20) for the post-test. At α = .05 and df=136, the critical value of the t ratio was less than 0.0 01"

Discussion¶

Related Claims¶

• The ICT-taught experimental group improved significantly from pre-test to post-test — related
• Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — a broader claim this one bears on
• Preschool pupils taught science and mathematics with ICT scored significantly higher than traditionally taught pupils at post-test — related