The experimental group's average achievement enhancement (28.14 points) exceeded the control group's (19.27 points) despite a lower pre-test mean¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2020 · 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.
q3 i? The experimental group improved from a lower pre-test mean (40.74) to a higher post-test mean (67.94), with enhancement of 28.14 versus the control group's 19.27. → Wicaksana 2020
Evidence¶
Wicaksana 2020¶
Wicaksana, Y. D., Widoretno, S., & Dwiastuti, S. (2020). The Use of Critical Thinking Aspects on Module to Enhance Students’ Academic Achievement. International Journal of Instruction, 13(2), 303-314. https://doi.org/10.29333/iji.2020.13221a
q3 · i? · causal · r1
Table 8 comparison of average scores shows the control group began higher (43.91 vs 40.74) but the experimental group ended higher (67.94 vs 64.13); the article states the "average enhancement score of experimental groups (28.14) was also higher than control group (19.27)". These are descriptive means.
"the average enhancement score of experimental groups (28.14) was also higher than control group (19.27)."
Discussion¶
Related Claims¶
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- Using a module containing critical thinking aspects produces significantly higher academic achievement than the commonly used school module in 8th-grade human circulatory system learning — related
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- Both groups improved from pre-test to post-test on both topic tests, with the experimental group's Test 2 post-test mean exceeding the control group's — related
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