At post-test, the e-learning experimental group significantly outperformed the control group in scientific thinking¶

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¶

q2 i? Post-test scientific thinking scores differed significantly between the experimental and control groups in favor of the experimental group (t = 7.738 > 1.999, df = 62). → 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

Independent-samples t-test comparing post-test scientific thinking of the two 32-student groups: experimental mean 17.812 (SD 1.554) versus control 13.937 (SD 2.368), "in favor of the experimental group". No effect size is printed.

"calculated t (7.738) is greater than the tabulated t (1.999) at the level of (0.05) and the degree of freedom (62). This means t hat there is significant difference between the mean scores of the two post-test for the two groups (experimental and control) and in favor of the experimental group"

Discussion¶

Related Claims¶

• E-learning-enriched physics teaching significantly improved scientific thinking scores from pre-test to post-test in the experimental group of intermediate girls — related
• At post-test, the e-learning experimental group significantly outperformed the control group in attitude toward physics — related
• T-test found a statistically significant difference between groups (t = -13.203, df = 242, p = 0.000) — related
• Experimental group mean scientific literacy score of 21.3967 versus control group mean of 11.8943 — related