Seventh graders taught technical education with a hypertext didactic text scored higher on a final didactic test than pupils taught by traditional methods¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pupils in the experimental group (hypertext didactic text) achieved higher didactic test results than the control group (traditional teaching), a statistically significant difference. → Žáčok 2010

Evidence¶

Žáčok 2010¶

Žáčok, L'. (2010). Research Examination of the Options to Increase the Education Effectiveness in the Technical Subjects at the 7th Grade of Elementary School Using Hypertext Educational Material. Informatics in Education, 9(2), 283–299. https://eric.ed.gov/?id=EJ1064256

q3 · i? · causal · r2

Pedagogic experiment with 12 control groups (300 pupils, traditional teaching) and 12 experimental groups (300 pupils, hypertext didactic text), 7th grade, Slovak Republic. The experimental group mean of 11.64 exceeded the control mean of 9.563333; the author reports "the performances achieved by the pupils in the control and experimental groups are statistically different" (Kruskal–Wallis H = 58.34968, p = 0.0000).

"The calculated arithmetic mean for the experimental group lies between 11.26 and 12.02 on the reliability interval; for the control group it lies between 9.17 and 9.96 on the reliability interval."

Discussion¶

Related Claims¶

• Tasks requiring application of theoretical knowledge to problem tasks were mastered inadequately by 7th graders — related
• Experimental-group pupils outperformed control-group pupils at the non-specific transfer level — a narrower finding that bears on this claim
• Experimental-group pupils outperformed control-group pupils at the understanding level of the Niemierko taxonomy — a narrower finding that bears on this claim
• Experimental-group pupils outperformed control-group pupils at the memorization level of the Niemierko taxonomy — a narrower finding that bears on this claim
• The largest experimental–control difference appeared at the specific transfer level — a narrower finding that bears on this claim
• Seventh-graders taught the 'Systems of the Human Body' unit with the simulation method scored significantly higher on the post-test than peers taught by traditional lecture — related
• Seventh-grade pupils taught chemical content with a virtual laboratory acquired more knowledge than pupils taught without dynamic visualization — related
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
• Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related