Claims

E-learning-enriched physics teaching significantly improved students' attitude toward physics from pre-test to post-test in the experimental group

Claim · All claims
Evidence · 1 study · causal r1 · 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 experimental group showed a statistically significant pre-to-post gain in attitude toward physics (t = 8.985 > 2.042, df = 31). → Hameed 2016

Evidence

Hameed 2016

Hameed, Saddam Mohammed; Mohammed, Essam Mahmoud. (2016). Enrich the Physics Curriculum Scheduled for Students of Intermediate School E-Learning and Its Effectiveness in Scientific Thinking and Their Attitude Towards the Development of Physics. Journal of Education and Practice, Vol.7, No.17. https://eric.ed.gov/?id=EJ1105303

q2 · i? · causal · r1

Paired t-test on the 22-item attitude-toward-physics scale for the 32-student experimental group: post mean 77.000 versus pre 62.875. The article reports "a significant difference between the mean scores of the tribal and post for experimental group"; no effect size is printed.

"the value of calculated t (8.985) is greater than the tabulated t (2.042) at level (0.05) and the degree of freedom (31) This means that there is a significant difference between the mean scores of the tribal and post for experimental group"

Discussion

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