The group-by-measurement interaction in CCT-X scores significantly favoured the concept cartoon group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The combined effect of group membership and repeated measurement on CCT-X scores was statistically significant, F(1,56)= 5.22, p<0.05, partial η²= 0.09. → 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 · i2 · causal · r2

Two-way ANOVA for mixed measures on CCT-X pre-test and post-test scores of the experimental and control groups; Table 10 prints the Group*Measurement effect with η2 of 0.09, a medium effect.

"the combined effect of being in the experimental and control groups and repeated measurement factors was found to be statistically significant (F(1,56)= 5.22, 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 — reports the opposite
• Group main effect: concept cartoon teaching explained 18% of variance in critical thinking scores between groups — related
• No significant overall change in CCT-X scores from pre-test to post-test regardless of group — related