Claims

Traditional teaching also produced a significant pre-to-post achievement gain in the control group

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

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? Control group students improved significantly from pre-test to post-test under traditional teaching. → Dağdelen and Kosterelioglu 2015

Evidence

Dağdelen and Kosterelioglu 2015

Orhan Dağdelen, İlker Kösterelioğlu. (2015). Effect of Conceptual Change Texts for Overcoming Misconceptions in “People and Management” Unit. International Electronic Journal of Elementary Education, 8(1), 99-112. https://eric.ed.gov/?id=EJ1078838

q2 · i? · causal · r1

Dependent samples t-test comparing control group PMAT pre-test (M= 10.22) and post-test (M= 11.65), mean difference 1.43. The article reports "the size effect of meaningful difference in favour of control group is middle level (η2= 9.98)". That value cannot be an eta squared, which is at most 1; read as a percentage it still does not match the printed statistics (t(22) = 5.04 implies η² ≈ .54), so no effect size is coded from it (source-validity check, 2026-11-02).

"This result points to meaningful increase for the control group students as a result of teaching via traditional methods ( t(22)= -2.208; p< 0.05)."

Discussion

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