Claims

Within the experimental group, AAT, EIS and EAS scores rose significantly from pre-test to post-test

Claim · All claims
Evidence · 1 study · causal r2 · q2
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.

q2 i? Dependent t-tests showed significant pre-to-post gains on all three measures in favor of the post-test. → Ercan 2017

Evidence

Ercan 2017

Ercan, O., Ural, E., & Köse, S. (2017). The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes Towards Environment and Emotional Intelligence. Science Education International, 28(1), 78-94. https://eric.ed.gov/?id=EJ1143753

q2 · i? · causal · r2

Dependent samples t-tests on the 60 experimental-group students' pre- and post-test scores. All three differences were statistically significant in favor of the post test; only test statistics are printed, no effect sizes.

"The results display that there is a statistically significant difference between the pre -test and post -test AAT scores [t(59)= -11,787; p=0.000 < 0.01], EI scores [t(59)=3.282; p=0.002 < 0.01] and EAS scores [t(59)=2.939; p=0.005 < 0.01] in fa vor of the post test."

Discussion

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