Excel-based statistics instruction improved pre-service teachers' attitudes towards statistics more than theoretical instruction on all six SATS-36 factors¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest comparisons showed significant differences between control and experiment groups on all six attitude factors (affect, cognitive competence, value, difficulty, interest, effort), favouring the Excel group. → Serhat Aydın 2016

Evidence¶

Serhat Aydın 2016¶

Serhat Aydın. (2016). Using Excel in Teacher Education for Sustainability. Journal of Teacher Education for Sustainability, 18(2). https://doi.org/10.1515/jtes-2016-0017

q2 · i? · causal · r1

Posttest t-tests for independent samples on Rasch mean SATS-36 scores of the control (n=52) and experiment (n=50) groups after instruction. The article reports "significant differences between control and experiment groups" on all six factors; Table 5 prints p = .00 for each factor. No effect size is printed.

"The pretest scores show that there are significant differences between control and experiment groups in terms of the six factors of attitudes towards statistics."

Discussion¶

Related Claims¶

• Control and experiment groups did not differ significantly in attitudes towards statistics before instruction — related
• The Turkish SATS-36 showed a six-factor structure with adequate fit, Rasch item parameters and acceptable-to-good reliability in this sample — related
• The common effect of instruction type and group was significantly positive in all six dimensions of attitudes towards statistics — possibly the same claim (merge candidate)
• Intervention and control groups did not differ significantly in attitudes towards statistics at pre-test — related