The experimental group's achievement scores improved significantly from pre-test to post-test after instruction with e-Mind Maps¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon test showed statistically significant differences between the experimental group's pre- and post-achievement ranks in favor of the post-test (z = -3.239, p = 0.001). → Afaf M. Aljaser 2017

Evidence¶

Afaf M. Aljaser 2017¶

Afaf M. Aljaser. (2017). The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students. International Education Studies, Vol. 10, No. 12. https://doi.org/10.5539/ies.v10n12p80

q2 · i? · causal · r1

Within-group Wilcoxon test on the 15-student experimental group's achievement ranks before and after the e-Mind Maps intervention. The group "scored 30.97 at the post-test" versus 23.8 at pre-test, significant at 0.001.

"While they scored 30.97 at the post-test, they scored 23.8 in the pre-test. Additionally, 0.001 significance level was significant at ≤ 0.05, indicating that there were statistically significant differences at the level of ≤ 0.05 among the means of the experimental group on the scale of achievement test before and after e-Mind Maps strategy in favor of the post-test."

Discussion¶

Related Claims¶

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• Both experimental and control students showed significant pre-to-post gains on the Newton's Laws achievement test — related
• Both ABSL and traditionally taught groups showed statistically significant pre-test to post-test achievement gains in probability — related
• Both the mind map group and the control group improved significantly on maths and science skills over the 10 weeks — related