Pre-service teachers in a dynamic-web-technology-supported problem-based collaborative learning environment achieved higher post-test course achievement scores than peers in the face-to-face version¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 After an 8-week application, the experimental group's post-test course achievement scores were significantly higher than the control group's, with a large effect size. → Korucu and Cakir 2018

Evidence¶

Korucu and Cakir 2018¶

Agâh Tuğrul KORUCU, Hasan ÇAKIR. (2018). The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment. Malaysian Online Journal of Educational Technology, Volume 6, Issue 1. https://eric.ed.gov/?id=EJ1165485

q2 · i3 · causal · r2

Semi-experimental pre-test post-test control group study; independent samples t-test comparing post-tests of 51 experimental and 53 control pre-service ICT teachers after an 8-week application. The article reports t = 6.274, p = .000, and effect size η2 = .53, described as a "large" effect on academic achievement.

"In The post tests (experimental group post -test mean = 60.66; control group post-test mean = 52.22), it is determined that the experimental group post -test scores are higher than the control group post-test scores (Table 11)."

Discussion¶

Related Claims¶

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