Claims

Within the GEMS group, problem solving scores improved significantly from pre-test to post-test on both subscales and the total

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · 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? Wilcoxon Signed Rank tests showed significant pre-post gains in the experimental group for SNP (z = -2.51, p = .012), MUP (z = -2.15, p = .031) and total (z = -2.83, p = .005), in favor of the post-test. → Unal 2018

Evidence

Unal 2018

Unal, M., & Saglam, M. (2018). Examination of the effect of the GEMS program on problem solving and science process skills of 6 years old children. European Journal of Educational Research, 7(3), 567-581. https://doi.org/10.12973/eu-jer.7.3.567

q2 · i? · causal · r1

Wilcoxon Signed Rank tests on the 11 experimental-group children's pre- and post-test PSSSE scores; the article reports the difference was "in favor of the post-test score" and suggests GEMS education had an important effect on problem solving skills.

"the difference between Science and Nature Problems subscale (z: -2.51, p<.05), Material Usage Problems subscale (z: -2.51, p<.05) and total ( SNP + MUP) scores of the Problem Solving Scale in Science Education before and after GEMS education in children receiving GEMS education was significant (z: -2.83, p .05)"

Discussion

Learner Variables

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