Adjusted post-test scores favour the ICT group over the conventional group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the multiple classification analysis, the ICT group's adjusted post-test scores were higher than the conventional group's. → Egaga 2015

Evidence¶

Egaga 2015¶

Egaga, Patrick I.; Aderibigbe, S. Akinwumi (2015). Efficacy of Information and Communication Technology in Enhancing Learning Outcomes of Students with Hearing Impairment in Ibadan. Journal of Education and Practice, Vol.6, No.30. https://eric.ed.gov/?id=EJ1081324

q2 · i? · causal · r1

Multiple classification analysis of post-test scores for the two groups (N = 15 each, grand mean 39.567), with beta = .72 for ICT and adjusted deviations of 3.75 versus -4.47; the article states the ICT group scored higher.

"The adjusted scores show that the ICT group scored higher, followed by the conventional group."

Discussion¶

Related Claims¶

• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related
• Students taught with ICT obtained higher mean Economics Achievement Test scores than control students — related
• Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — related
• ICT-based instruction produces a significant main effect on the economics learning outcomes of students with hearing impairment — possibly the same claim (merge candidate)