Groups E and C1 were homogeneous in entry attitudes, with no significant pre-test difference¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? An independent-samples t-test found no statistically significant difference in pre-test attitude means between groups E and C1 (t = 1.353, df = 69, p = 0.181). → 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 · r1
Entry-behaviour check: t-test on pre-test SAQ scores for E (N = 37, mean 97.0811, SD 18.1863) and C1 (N = 34, mean 102.2353, SD 13.30996); calculated t = 1.353, p = 0.18, not significant at 0.05. The groups were "homogeneous at the beginning"; no effect size is printed.
"The results of the t- test for students' attitudes as shown in Table 2 reveal that there were no stati stically significant differences in the pre-test means of th e two groups. This implies that the two groups were homogeneous at the beginning."
Discussion¶
Related Claims¶
- 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
- 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
- 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
- The conventionally taught pre-tested group and the e-learning-taught unpre-tested group did not differ significantly in post-test attitudes — related
- ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups — related
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