The control group's academic achievement also increased significantly from pre-test to post-test under face-to-face problem-based collaborative learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's pre-test to post-test gain was statistically significant (pre-test mean 28.01; post-test mean 52.22). → Korucu and Cakir 2018

Evidence¶

Korucu and Cakir 2018¶

Agâh Tuğrul KORUCU, Hasan ÇAKIR. (2018). The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment. Malaysian Online Journal of Educational Technology, Volume 6, Issue 1. https://eric.ed.gov/?id=EJ1165485

q2 · i? · causal · r1

Paired samples t-test on the 53 control-group pre-service teachers taught face-to-face over 8 weeks; the article reports t = -25.01, p = .000 and concludes control group students' academic achievements improved. No effect size is printed for this gain.

"A significant difference is found between the control group pre- test and post -test scores (pre -test mean = 28.01; post-test mean = 52.22) for statistically * p <.05 level of significance (p < 0.05)."

Discussion¶

Related Claims¶

• Pre-service teachers in a dynamic-web-technology-supported problem-based collaborative learning environment achieved higher post-test course achievement scores than peers in the face-to-face version — related
• The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group — related
• The experimental group's achievement scores rose significantly from pre-test to post-test under the technology-supported program — related