GIS-based teaching produced significantly higher post-test mastery goal scores than traditional teaching among underachieving Geography students, with a medium-sized between-group effect at post-test¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1–r2·q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · 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? At post-test, the experiment group's mastery goal mean was significantly higher than the control group's, a medium-sized effect per Cohen's guidelines. → Soon Singh Bikar Singh 2016
q2 i? The time-by-treatment interaction for mastery goal was significant, representing a small 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 · r2
Non-equivalent quasi-experimental control group study of 84 Form 4 underachieving Geography students (experiment n=44, control n=40). Table 3 reports post-test means of 20.39 (SD 2.86) versus 18.48 (SD 3.33), p = .005, partial eta squared = .093; the article calls this "a medium-sized effect".
"The mean for the experiment group was significantly higher than for the control group’s. Based on guidelines proposed by Cohen (1988), there was a medium-sized effect of GIS-based teaching on the experiment group student participants’ mastery goals to learn Geography."
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 on mastery goal scores; Table 1 shows the Time*Treatment effect was significant with partial eta squared = .050, which the article classifies as a small sized effect. No standardized effect beyond the printed partial eta squared is reported.
"In addition, the analysi s of data in Table 1 shows that there was a significant interaction effect between mastery goal and time and this repre sents a small sized effect."
Discussion¶
Learner Variables¶
- Achievement Goal Orientation — outcome: instruction changes it
Related Claims¶
- GIS-based teaching produced significantly higher post-test achievement scores than traditional teaching among underachieving Geography students, with a large-sized between-group effect — related
- Both groups improved from pre-test to post-test, but the experiment group's within-group gains in mastery goal and achievement were larger than the control group's — related
- Student interviews were consistent with the quantitative findings: experiment group students reported excitement and goal achievement, while two control group students reported being unable to achieve their learning goal — related
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