Students taught with ICT obtained higher mean Economics Achievement Test scores than control students¶

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? Participants exposed to ICT had a higher mean post-test score (43.30, SD 4.73) than the control group (35.30, SD 2.79). → 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

Descriptive means and standard deviations for the ICT group (mean 43.30, SD 4.73, N 15) and control group (mean 35.30, SD 2.79, N 15) on the Economics Achievement Test; the article concludes ICT was effective than the conventional method.

"Shows that participants exposed to ICT had the highest mean score of (43.30) and was followed by the control group (35.30) respectively."

Discussion¶

Related Claims¶

• Adjusted post-test scores favour the ICT group over the conventional group — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — possibly the same claim (merge candidate)
• Undergraduate students taught IUPAC nomenclature of organic chemistry through an e-content package scored significantly higher on the post-test than students taught by conventional methods — related
• Students who teach a ChatGPT teachable agent in natural language achieve greater knowledge gains than students who learn the same material from online videos — 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)