The experimental group's achievement scores rose significantly from pre-test to post-test under the technology-supported program¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group students improved significantly from pre-test (54.55) to post-test (82.55). → Egüz 2019

Evidence¶

Egüz 2019¶

Egüz, Ş., Öztürk, C. & Kesten, A. (2019). Technology-supported global education: A mixed method study. Pegem Eğitim ve Öğretim Dergisi, 9(4), 1209-1244. http://dx.doi.org/10.14527/pegegog.2019.040

q2 · i? · causal · r1

Wilcoxon Signed Ranks Test on the 44-student experimental group's pre- and post-test scores; positive rank mean (22.88) exceeded negative rank mean (4.00), with printed means pre=54.55, post=82.55; no effect size printed.

"it was found that there was a significant difference between the pre -test and post -test scores of the experimental group students for academic achievement test [z = -5.62, p <.05]"

Discussion¶

Related Claims¶

• The experimental group's Mathematics achievement rose significantly from pre-test to post-test after multimedia instruction — related
• Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant — related
• Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — related
• Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — related
• No significant difference in achievement between ABSI and control groups on pre-test or post-test scores — related
• The control group's academic achievement also increased significantly from pre-test to post-test under face-to-face problem-based collaborative learning — related