Claims

The current-curriculum instruction in the control group produced no significant change in prospective teachers' self-efficacy across pretest, posttest and follow-up

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · 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? Repeated-measures ANOVA in the control group showed no significant difference among pretest, posttest and follow-up self-efficacy points (F(2-64)=.613; p>.05). → Onder Sensoy 2018

Evidence

Onder Sensoy 2018

Onder Sensoy, Halil Ibrahim Yildirim. (2018). Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers' Self-Efficacy Belief Levels Toward Science Education. Journal of Education and Training Studies, 6(10). https://doi.org/10.11114/jets.v6i10.3433

q2 · i? · causal · r2

Single-factor repeated-measures ANOVA for the 33 control-group students taught with the current curriculum; means were 110.15, 112.27 and 110.45. The article reports the differences "were not significant"; equivalence was not tested.

"it is seen that the difference between the pretest, posttest, pretest, follow -up test and posttest follow -up test points were not significant (F(2-64)=.613; p>.05)"

Discussion

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