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¶

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

Subclaims¶

q2 i? The difference in gain from pre-test to post-test between group E (e-learning module) and group C1 (conventional method) was significant in favour of group E (t = 10.345, df = 69, p = 0.000). → Daniel M. Getuno 2015

Evidence¶

Daniel M. Getuno 2015¶

Daniel M. Getuno, Joel K. Kiboss, Johnson M. Changeiywo, & Leo B. Ogola. (2015). Effects of an E-Learning Module on Students' Attitudes in an Electronics Class. Journal of Education and Practice, Vol.6, No.36. https://eric.ed.gov/?id=EJ1086475

q2 · i? · causal · r2

Quasi-experimental Solomon-three study: independent-sample t-test comparing attitude gains of group E (pre-test mean 97.0811, post-test 104.7568, gain 7.6757) and group C1 (gain -9.4706). The article reports the gain difference was significant "in favour of the experimental group, E"; no effect size is printed.

"that the differences in gain from pre-test to post-test were significant, where, t (.000, 69) = 10.345 > critical t (.05, 69) = 1.644854 in favour of the experimental group, E."

Discussion¶

Related Claims¶

• The only significant pairwise post-test difference in attitudes was between two e-learning-taught groups differing only in pre-test exposure, favouring the pre-tested group — related
• No significant post-test attitude difference was found between the e-learning-taught group and the conventionally taught group when both were pre-tested — related
• Groups E and C1 were homogeneous in entry attitudes, with no significant pre-test difference — related
• ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups — related