On the EPA retention test, only the group taught concepts during the activities significantly outperformed the control group¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1·q3·i2–i3
Currency · newest study 2017 · 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.
q3 i2 EPA retention scores differed significantly across groups, partial eta-squared ƞ2=.136. → Celal Boyraz 2017
q3 i3 Experiment 2 (concepts during activities) scored significantly higher than the control group, d=1.05; Experiments 1 and 3 did not differ significantly from the control. → Celal Boyraz 2017 (2)
Evidence¶
Celal Boyraz 2017¶
Celal Boyraz, Gökhan Serin. (2017). Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice. Universal Journal of Educational Research 5(11). https://doi.org/10.13189/ujer.2017.051119
q3 · i2 · causal · r1
One-way ANOVA on the EPA retention test administered six months after instruction to all groups; the article reports F(3,78)=4.093, p<.05, partial eta-squared ƞ2=.136, described as close to large, with power above .80.
"there was a significant difference between the groups in terms of their retention levels, F (3,78)=4.093, p<.05, ƞ2= .136."
Celal Boyraz 2017 (2)¶
Celal Boyraz, Gökhan Serin. (2017). Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice. Universal Journal of Educational Research 5(11). https://doi.org/10.13189/ujer.2017.051119
q3 · i3 · causal · r1
Bonferroni comparisons on the EPA retention test found only Experiment 2 significantly higher than the control (p=.005, Cohen's d=1.05); Experiment 1 (p=.176) and Experiment 3 (p=.503) did not differ significantly from the control.
"it was found as d=1.05 for the control and Experiment 2 groups."
Discussion¶
Related Claims¶
- On a control-aligned portal test taken immediately after instruction, GPA-based groups showed no significant difference from the control group — related
- All three GPA-based groups retained significantly more science knowledge than the control group six months after instruction — related
- GPA-based interdisciplinary science instruction produced significantly higher science achievement than regular instruction after five weeks — related
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