GIS-based teaching produced significantly higher post-test achievement scores than traditional teaching among underachieving Geography students, with a large-sized between-group effect¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At post-test, the experiment group's achievement mean was significantly higher than the control group's, signifying a large sized effect. → Soon Singh Bikar Singh 2016 q2 i? The time-by-treatment interaction for achievement was significant with a large sized effect. → Soon Singh Bikar Singh 2016 (2)

Evidence¶

Soon Singh Bikar Singh 2016¶

Soon Singh Bikar Singh, Balan Rathakrishnan, Sabariah Sharif, Rosy Talin, Oliver Valentine Eboy. (2016). The Effects of Geography Information System (GIS) Based Teaching on Underachieving Students' Mastery Goal and Achievement. The Turkish Online Journal of Educational Technology, 15(4). https://eric.ed.gov/?id=EJ1117621

q2 · i? · causal · r1

Quasi-experimental comparison of achievement on a 20-item multiple-choice pre/post-test; Table 6 reports post-test means of 65.75 (SD 9.34) for the experiment group versus 44.01 (SD 7.55) for the control group, p = .001, partial eta squared = .623.

"However, post –test analysis revealed that there was a significant difference in achievement scores between the experiment and control groups. The mean score for the experiment group was significantly higher than for the control group at post-test, and this signifies a large sized effect."

Soon Singh Bikar Singh 2016 (2)¶

Soon Singh Bikar Singh, Balan Rathakrishnan, Sabariah Sharif, Rosy Talin, Oliver Valentine Eboy. (2016). The Effects of Geography Information System (GIS) Based Teaching on Underachieving Students' Mastery Goal and Achievement. The Turkish Online Journal of Educational Technology, 15(4). https://eric.ed.gov/?id=EJ1117621

q2 · i? · causal · r1

Repeated-measures ANOVA of achievement scores; Table 4 shows the Time*Treatment effect significant with partial eta squared = .520, which the article classifies as a large effect. Pre-test group differences were not significant (p = .304).

"The analyses of data in Table 4 also show that there was a significant interaction between achievement score and time and this represents a large sized effect."

Discussion¶

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