The ICT-taught experimental group improved significantly from pre-test to post-test¶

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? The experimental group's mean EMSAT score rose from 25.80 (SD=4.30) to 35.30 (SD=2.41), a significant paired difference (t = -29.030, p = 0.000). → Oluwadare 2015

Evidence¶

Oluwadare 2015¶

Oluwadare, F. A. (2015). ICT Use in Preschool Science Education: A Case Study of Some Private Nursery Schools in Ekiti State. Journal of Education and Practice, 6(31). https://eric.ed.gov/?id=EJ1083397

q2 · i? · causal · r1

Paired samples t-test comparing pre- and post-test EMSAT scores within the experimental (ICT) group of 132 children. Table 2 prints t = -29.030, df = 131, mean difference -9.530, significance 0.000; no effect size is printed.

"The mean grade for the pre-test of the study was 25.80 (SD= 4.30) compared to 35.30 (SD= 2.41) of the post-test. At α = .05 and df = 131, the critical value of the t ratio was less than 0.001"

Discussion¶

Related Claims¶

• The traditionally taught control group also improved significantly from pre-test to post-test — related
• Preschool pupils taught science and mathematics with ICT scored significantly higher than traditionally taught pupils at post-test — related
• Experimental and control groups showed no significant difference in numeracy and science achievement at pre-test — related
• The formative-assessment group improved significantly from pre-test to post-test while the control group did not — related