Within the experimental group, ethnic and religious prejudice scores improved significantly from pre-test to post-test after playing GAG¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group ethnic prejudice was significantly less after GAG exposure (dependent t = 2.1286, p = 0.0400). → Obiekezie and Timothy 2015 q2 i? Experimental-group religious prejudice was significantly less after GAG exposure (dependent t = 2.897, p = 0.0063). → Obiekezie and Timothy 2015 (2)

Evidence¶

Obiekezie and Timothy 2015¶

Eucharia Obiageli Obiekezie & Alexander Essien Timothy. (2015). Fostering Ethnic and Religious Harmony through Classroom Language Experiences. Journal of Education and Practice, Vol.6, No.25. https://eric.ed.gov/?id=EJ1078506

q2 · i? · causal · r2

Dependent t-test on pre/post ERAM scores of the 38-student experimental group, analysed with Statdisk 10.4.0. The article reports "a calculated t of 2.1286 and a P-value of 0.0400". No effect size printed.

"The result as shown in table 2 indicated a calculated t of 2.1286 and a P-value of 0.0400. Therefore, there was evidence that students’ ethnic prejudice was significantly less after being expos ed to the Generalisation Assessment Game (GAG)."

Obiekezie and Timothy 2015 (2)¶

Eucharia Obiageli Obiekezie & Alexander Essien Timothy. (2015). Fostering Ethnic and Religious Harmony through Classroom Language Experiences. Journal of Education and Practice, Vol.6, No.25. https://eric.ed.gov/?id=EJ1078506

q2 · i? · causal · r2

Dependent t-test on pre/post religious prejudice scores of the same 38-student experimental group. The article reports "a calculated t of 2.897* and a P-value of 0.0063". No effect size printed.

"The result as shown in table 2 indicated a calculated t of 2.897* and a P-value of 0.0063. Therefore, ther e was evidence that students’ religious prejudice was significantly less after being exposed to the Generali sation Assessment Game (GAG)."

Discussion¶

Related Claims¶

• Control students showed no significant change in ethnic or religious prejudice from pre-test to post-test — related
• Students exposed to the Generalisation Assessment Game had significantly less ethnic prejudice than students not exposed — related
• Students exposed to the Generalisation Assessment Game had significantly less religious prejudice than students not exposed — related