The largest experimental–control difference appeared at the specific transfer level¶

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 working with the hypertext didactic text achieved significantly higher performance at the education level "specific transfer" than control pupils, with the largest Kruskal–Wallis H of the four levels. → 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

Kruskal–Wallis comparison of specific-transfer task scores (task 6) between control and experimental groups; both pairwise procedures significant with P < 0.0001. Specific-transfer success was 80.1% in the experimental group versus 49.6% in the control group (Tables 7–8).

"Total observations = 600 H = 108.384384 P < 0.0001"

Discussion¶

Related Claims¶

• Pupils in experimental groups showed larger gains in research-skill development levels than control-group pupils, moving to a new level in 80% (successfulness) and 75% (mastery) versus 30% and 32% in the control group — related
• Seventh graders taught technical education with a hypertext didactic text scored higher on a final didactic test than pupils taught by traditional methods — a broader claim this one bears on
• Experimental-group pupils outperformed control-group pupils at the memorization level of the Niemierko taxonomy — related
• Experimental-group pupils outperformed control-group pupils at the non-specific transfer level — related
• Experimental-group pupils outperformed control-group pupils at the understanding level of the Niemierko taxonomy — related