Claims

The effect of drama-based teaching on concept understanding did not interact with students' achievement level, benefiting high, average, and low achievers alike

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

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? The Group × Achievement level interaction on SCT was not statistically significant (F=0.27), and adjusted means favored 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 SCT in the same 87-student quasi-experiment. Adjusted means favored experimental over control students at each level: high 14.43 vs 11.54, average 13.44 vs 9.51, low 13.09 vs 9.27. No effect size printed.

"Regarding the second question (i.e., are there statistically significant differences in students' understanding of scientific concepts related to the interaction between achievement level in science and teaching using drama?) Table 2 shows that the differences are not statistically significant (F=0.27)."

Discussion

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