First graders taught science with educational games achieved higher scientific concepts acquisition than those taught by traditional method¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Mohammad Hasan Al-Tarawneh 2016: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? After adjusting for pretest scores, the experimental group taught by educational games scored significantly higher on the scientific concepts acquisition post-test than the control group taught by traditional method (adjusted means 17.35 vs 10.89). → Mohammad Hasan Al-Tarawneh 2016

Evidence¶

Mohammad Hasan Al-Tarawneh 2016¶

Mohammad Hasan Al-Tarawneh. (2016). The Effectiveness of Educational Games on Scientific Concepts Acquisition in the First Grade Students in Science. Journal of Education and Practice, Vol.7, No.3. https://eric.ed.gov/?id=EJ1089788

q2 · i? · causal · r1

Quasi-experiment with 53 first graders in two intact sections (experimental n=26, control n=27); ANCOVA on post-test scores with pretest as covariate gave F = 301.257, Sig. 0.000 for group, and "the adjusted mean of the post-test of the control group (10.89) was lower than the adjusted mean of the experimental group (17.35)".

"statistically significant di fference (α ≤ )0.05 was found in the scientific concepts acquisition post-test scores in favor of experiment al group taught by educational games"

Discussion¶

Related Claims¶

• ANCOVA of post-test scores covarying pre-test scores confirms the ITS group outperformed the face-to-face group — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
• Eighth graders taught with the Herrmann Whole Brain Teaching Method significantly outperformed conventionally taught peers on conceptual understanding of simple electric circuits — related
• Educational games-based iPad applications produced statistically significant higher post-test social studies achievement than traditional teaching in a quasi-experiment with 48 sixth graders — related