The effect of drama-based teaching on attitudes towards science learning did not interact with achievement level¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Group × Achievement level interaction on ATSLS was not statistically significant (F=0.27), with adjusted means favoring the experimental group at every achievement level. → Osama H. Abed 2016

Evidence¶

Osama H. Abed 2016¶

Osama H. Abed. (2016). Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning. International Education Studies, 9(10). https://doi.org/10.5539/ies.v9n10p163

q2 · i? · causal · r2

ANCOVA interaction test on ATSLS in the same 87-student quasi-experiment. Adjusted means favored experimental students at each level: high 118.31 vs 106.44, average 127.13 vs 109.97, low 121.85 vs 102.88. No effect size printed.

"Regarding the fourth question of this study (i.e., are there statistically significant differences in students' attitudes towards science learning related to the interaction between achievement level in science and teaching using drama?) Table 5 shows that the differences are not statistically significant (F=0.27)."

Discussion¶

Related Claims¶

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