Knowledge scores increased significantly from pretest to immediate posttest in both instruction-order groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both Group A and Group B showed statistically significant score increases on the immediate posttest compared to pretest (p<0.0001). → Dowlati 2016

Evidence¶

Dowlati 2016¶

Dowlati, E., Musick, D. W., Zhang, L., Thornton, K., & Carvalho, H. (2016). Use of Dramatization to Teach Cardiac Cycle Physiology to Medical Students. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i9.1603

q3 · i? · causal · r1

Within-group comparison on the 13-item cardiac cycle assessment administered immediately before and after the dramatization activity. The article reports the increase as "signifi cantly" higher with "p<0.0001" but prints no effect size, so impact is null.

"Scores for both groups increased signifi cantly on the immediate posttest compared to pretest (p<0.0001)."

Discussion¶

Related Claims¶

• Self-reported confidence in knowledge increased in both groups after dramatization — related
• Reasoning scores of both prospective and current faculty teachers increased significantly during the short pedagogical training, but noticing did not improve significantly in either group — related
• Both the GenAI-permitted and control groups improved significantly in instructional design performance and AI readiness over the course, but not in SRL or critical thinking — related
• Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
• Both groups retained cardiac cycle knowledge equally well at the six-month follow-up assessment — related