Group main effect: concept cartoon teaching explained 18% of variance in critical thinking scores between groups¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2017 · 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 i3 A statistically significant difference was found between the total CCT-X mean scores of the experimental and control groups, F(1,56)= 12.20, p<0.05, with the group factor explaining 18% of variance. → Filiz Demirci 2017
Evidence¶
Filiz Demirci 2017¶
Filiz Demirci, Cengiz Özyürek. (2017). The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills among Seventh Grade Student. International Electronic Journal of Elementary Education, 10(2). https://doi.org/10.26822/iejee.2017236119
q2 · i3 · causal · r2
Primary effect test from the two-way ANOVA for mixed measures comparing the concept cartoon group with the present application group; the article states the group factor explained 18% of the variance in critical thinking scores (η²= 0.18).
"a statistically significant difference was found between the total mean scores of the CCT -X pre-test and post -test for the experimental and control group students ( F(1,56)= 12.20, p<0.05)"
Discussion¶
Related Claims¶
- Concept-cartoon-based teaching significantly increased seventh graders' critical thinking scores within the experimental group — related
- Concept cartoon© teaching produced a statistically significant posttest score advantage over traditional teaching in fourth-grade science — related
- The teacher implementing concept cartoons© supported discussion but took over the design of verification procedures, preventing students from attaining answers by their own cognitive activities — related
- Existing teaching methods produced no significant change and a descriptive decline in control group critical thinking scores — related
- The group-by-measurement interaction in CCT-X scores significantly favoured the concept cartoon group — related
- No significant overall change in CCT-X scores from pre-test to post-test regardless of group — related
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