E-learning-enriched physics teaching significantly improved scientific thinking scores from pre-test to post-test in the experimental group of intermediate girls¶
Claim · All claims
Evidence · 1 study · causalr1·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 scientific thinking (t = 11.383 > 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
Quasi-experiment with equal groups: 32 second-grade intermediate girls taught with the e-learning-enriched curriculum for 35 days. Post-test mean was 17.812 versus pre-test 14.031; the paired t-test was significant, "the difference is significant between the mean scores of pre and post tests for experimental group".
"the calculated t-value (11.383) is greater than the tabulated t (2.042) at the level of ( 0.05) and the degree of freedom (31) This means that the difference is significant between the mean scores of pre and post tests for experimental group"
Discussion¶
Related Claims¶
- E-learning-enriched physics teaching significantly improved students' attitude toward physics from pre-test to post-test in the experimental group — related
- Traditional teaching also produced a statistically significant pre-to-post gain in scientific thinking in the control group — related
- At post-test, the e-learning experimental group significantly outperformed the control group in scientific thinking — related
- Learning the physics unit Work, Power and Energy through a CAI package produced significantly higher posttest achievement than traditional teaching among IX standard students — related
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