The experimental group's pretest-to-post-test attitude gain was significantly larger than the control group's, but the behavior dimension showed no significant difference¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An independent-samples t-test on EAS gain scores showed a significant difference favoring the experimental group. → Elif Ozata Yucel 2015 q2 i? No significant difference was found between the groups on the behavior dimension gain. → Elif Ozata Yucel 2015 (2)

Evidence¶

Elif Ozata Yucel 2015¶

Elif Ozata Yucel, Muhlis Ozkan. (2015). Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2579

q2 · i? · causal · r2

Independent-samples t-test comparing EAS gain scores (post-test minus pretest) between groups. Results indicated "a significant difference in the EAS scores of the experimental group and control group (t159 = 2.28; p = .024 < .05)", with the experimental gain (0.186) exceeding the control gain (0.037).

"The analysis results indicated that there was a significant difference in the EAS scores of the experimental group and control group (t159 = 2.28; p = .024 < .05)."

Elif Ozata Yucel 2015 (2)¶

Elif Ozata Yucel, Muhlis Ozkan. (2015). Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2579

q2 · i? · causal · r2

Same gain-score analysis on the behavior sub-scale. The article reports "no significant difference was found between the two groups in the dimension of behavior (t159 = 1.709; p = .089 > .05)"; equivalence was not tested.

"However, no significant difference was found between the two groups in the dimension of behavior (t159 = 1.709; p = .089 > .05)."

Discussion¶

Related Claims¶

• Both groups improved in achievement from pretest to post-test, but only the experimental group showed significant attitude gains — related
• Students taught with the e-learning module showed a significantly larger gain in attitudes from pre-test to post-test than students taught by the conventional method — related
• Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — reports the opposite