Students' creative ability level has a significant main effect on post-test performance in sculpture skill development in the OAU quasi-experiment¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · 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? The main effect of students' creative ability on sculpture performance was statistically significant (F-cal 9.03 vs F-crit 3.22), leading to rejection of the null hypothesis. → Abass 2011
Evidence¶
Abass 2011¶
Bada Tayo Abass. (2011). Computer Instructional Approach and Students' Creative Ability in Sculpture Education in Nigeria Universities: Obafemi Awolowo University as a Case Study. World Journal of Education. https://doi.org/10.5430/wje.v1n2p130
q2 · i? · causal · r1
A 2x3 ANCOVA of post-test scores with pretest as covariate, on 48 sculpture students in a non-randomized pretest-posttest control group design. The article reports the creative ability main effect was significant: "the F-cal is statically significant" and "the null hypothesis was rejected." No effect size is printed.
"the F-cal for the main ef fect of the student' creative ability on their performance in textile design, given the instructional approaches is 9.03 while its corresponding critical value, F-crit (3.22). This implies that the F-cal is statically significant."
Discussion¶
Related Claims¶
- The interaction between instructional method and creative ability on sculpture post-test performance was not significant — related
- The study reports no significant difference in sculpture creative ability between computer instructional and conventional approaches, while its ANCOVA table marks the instructional methods main effect significant — related
- High and average creative-ability students significantly outperformed low creative-ability students, but high and average did not differ — a narrower finding that bears on this claim
- In the computer-graphics group, post-test performance ordered high > average > low creative ability despite similar gains for high and low ability students — related
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