Digital storytelling instruction produced no statistically significant posttest achievement difference versus direct instruction, though experimental-group means were higher¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eighth-grade students taught with digital stories did not significantly outperform control students on the posttest, despite a higher mean (17.77 vs 15.89). → 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 · r1

Quasi-experimental comparison of 30 experimental and 28 control eighth-grade students taught by the same teacher; t-test on posttest Achievement Test scores found no significant difference, with the experimental mean of 17.77 higher than the control mean of 15.89.

"No significant difference was observed between the groups by the achievement posttest scores [ t(56)=1,342, p>.05]. It is seen in Table 4 that the mean of the control group students obtained in the achievement posttest is X =15.89 and the mean of the experimental group students obtained in the same test is X =17.77."

Discussion¶

Related Claims¶

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