Within the experimental group, attitudes rose significantly from pretest to posttest and monitoring test, and the gain held between posttest and monitoring test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 One-way ANOVA for repeated measures showed a significant difference among the experimental group's pretest, posttest and monitoring test scores, with Bonferroni tests locating the difference between pretest and the later tests. → Yildirim 2018 q2 i? The 0.04-point difference between posttest and monitoring test averages was not significant, indicating the gain was maintained. → Yildirim 2018

Evidence¶

Yildirim 2018¶

Halil Ibrahim Yildirim. (2018). The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course. Journal of Education and Training Studies, 6(12). https://doi.org/10.11114/jets.v6i12.3624

q2 · i3 · causal · r2

Repeated-measures ANOVA on the 30-student experimental group's three attitude measurements; F(2-58)=243.85, p<.05, with Bonferroni tests favoring posttest and monitoring test over pretest; the article reports "The calculated effect size is η2=0.97".

"a significant difference emerged between the pre, post and monitoring test scores on attitude towards the science course of the students in the experimental group (F(2-58)= 243.85; p<.05). According to t he Bonferroni analysis results in Table 9, this significant difference emerged between the pretest and posttest, in favor of the posttest, and between the monitoring test and pretest, in favor of the monitoring test."

Discussion¶

Related Claims¶

• Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
• Control group students receiving only the standard science curriculum showed no significant change in attitude across pretest, posttest and monitoring test — related
• Within the experimental group, self-efficacy rose significantly from pretest to posttest and follow-up, with no significant drop from posttest to follow-up — possibly the same claim (merge candidate)
• Within the experimental group, POESPBEE produced significant gains in attitudes and behaviors that were maintained at follow-up, with large within-group effect sizes — possibly the same claim (merge candidate)
• Before intervention, attitude scores of the pretested experimental and control groups were statistically the same — related
• The attitude advantage of out-of-school learning environments persists three months after the intervention ends — related
• Including out-of-school learning environments in 6th-grade science instruction produces significantly higher attitudes toward the science course than curriculum-only instruction at posttest — related