The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Control-group students improved significantly from pre-test (50.54) to post-test (60.68) under teacher-centered direct instruction. → Egüz 2019

Evidence¶

Egüz 2019¶

Egüz, Ş., Öztürk, C. & Kesten, A. (2019). Technology-supported global education: A mixed method study. Pegem Eğitim ve Öğretim Dergisi, 9(4), 1209-1244. http://dx.doi.org/10.14527/pegegog.2019.040

q2 · i? · causal · r2

Wilcoxon Signed Ranks Test on the 41-student control group taught by direct instruction; positive rank mean (22.61) exceeded negative rank mean (13.36), printed means pre=50.54, post=60.68; no effect size printed.

"it was concluded that there was a significant difference b etween the pre -test and post -test scores of the control group students for academic achievement test [z = -3.40, p < .05]"

Discussion¶

Related Claims¶

• The control group also improved from pre-test to post-test under conventional teaching, but less than the experimental group — possibly the same claim (merge candidate)
• Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — possibly the same claim (merge candidate)
• The control group showed no significant pre-test to post-test difference under conventional teaching — reports the opposite
• Post-test comprehension scores did not differ significantly between the strategy-instruction and skill-based groups despite a higher experimental mean — related
• Technology-supported teaching of global-education attainments produced higher post-test academic achievement than teacher-centered direct instruction in 6th-grade social studies — related