Delayed-posttest retention scores did not significantly differ by digital storytelling, though experimental-group means were higher¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eight weeks after the application, delayed-posttest scores did not significantly differ between groups, with experimental mean 16.67 versus control 14.35. → İlknur Özpinar 2017

Evidence¶

İlknur Özpinar 2017¶

İlknur Özpinar, Semirhan Gö kç e, Arzu Aydoğan Yenmez. (2017). Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process. Journal of Education and Training Studies, Vol. 5, No. 10. https://doi.org/10.11114/jets.v5i10.2595

q2 · i? · causal · r2

Delayed-posttest administered eight weeks after the application to measure retention; t-test on the same 58 students showed no significant difference, with the experimental group mean (16.67) higher than the control group mean (14.35).

"It is understood from Table 5 that students' delayed-posttest scores did not significantly differ by the digital storytelling [t(56)=1.838, p>.05]. The mean of the delayed -posttest in the control and experimental groups are 14.35 and 16.67, respectively."

Discussion¶

Related Claims¶

• Digital storytelling instruction produced no statistically significant posttest achievement difference versus direct instruction, though experimental-group means were higher — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related
• The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
• Most experimental-group students liked the digital-storytelling mathematics courses and wanted the application to continue — related