ICT-supported short narratives produced higher post-test achievement than regular curriculum instruction in 6th-grade Force and Motion¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After six weeks, the experimental group taught with ICT-supported short stories scored significantly higher on the force and motion achievement test than the control group taught with the regular course. → Fatma Taşkin Ekici 2015
Evidence¶
Fatma Taşkin Ekici 2015¶
Fatma Taşkin Ekici, Sultan Pekmezci. (2015). Using ICT-Supported Narratives in Teaching Science and their Effects on Middle School Students. TOJET: The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077655
q2 · i? · causal · r2
Quasi-experimental pre-test/post-test study with intact classes of 6th graders (control n=21, experimental n=23). Independent-samples t-test on post-test achievement: the article reports "t(43)=1,29 p<.05"; Table 2 prints post-test means of 8.33 (control) and 10.26 (experimental), p=0.04, Cohen's d=-0.64.
"there is a statistically significant difference between the post-treatment test scores of the control and experimental group students [t(43)=1,29 p<.05]"
Discussion¶
Related Claims¶
- ICT-supported social studies teaching produced higher achievement post-test scores than traditional instruction in a quasi-experiment with 6th graders — a broader claim this one bears on
- Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
- TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — a broader claim this one bears on
- 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
- Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — related
- Teaching 6th-grade social studies through performing arts produces significantly higher academic achievement than current-syllabus teaching — related
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