High school students using the Every Circuit virtual module scored higher on the post-quiz than the paper-based control group after starting with nearly identical pre-quiz scores¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? After a pre-quiz showing nearly identical baseline knowledge (70.37% experimental vs 70.83% control), the experimental group using the online module scored 70.37% on the post-quiz while the control group scored 66.67%. → Gryczka et al. 2016
Evidence¶
Gryczka et al. 2016¶
Patrick Gryczka, Edward Klementowicz, Chappel Sharrock, Jin Kim Montclare. (2016). Interactive Online Physics Labs Increase High School Students' Interest. Journal of Technology and Science Education, 6(3). http://dx.doi.org/10.3926/jotse.191
q2 · i? · causal · r1
Quasi-experiment in an all-female high school physics class of approximately 17 students randomly split into control (8) and experimental (9) groups. The article reports the experimental group "demonstrated lower performance" was not the case for the module group; the control scored 66.67% versus 70.37%. No statistical test or effect size is printed.
"The experimental group scored 70.37% overall while the control group demonstrated lower performance as demonstrated by the 66.67% score"
Discussion¶
Related Claims¶
- Both the experimental and control groups improved on the series-circuit drawing question, with the control group reaching 100.00% — a narrower finding that bears on this claim
- 77.78% of experimental-group students reported that Every Circuit helped them better understand the circuits topic — related
- Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
- Diagram-comprehension scores were already high before the treatment and showed no significant pre-to-post increase — related
- Both groups improved significantly from pre-test to post-test with no pre-existing difference between them — related
- Initial physics ability differed between the two experimental groups before treatment — related
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