Self-efficacy perceptions improved significantly in the ICT-narrative group but not in the control group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i2–i3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The experimental group showed a significant pre-to-post improvement in science self-efficacy (Z=-3.686, p=.000, abs(r)=0.56). → Fatma Taşkin Ekici 2015 q2 i2 The control group showed no significant pre-to-post change in self-efficacy (Z=-1.307, p=.191, abs(r)=0.20). → Fatma Taşkin Ekici 2015 (2)

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 · i3 · causal · r2

Wilcoxon signed-rank test on pre/post raw scores of the 27-item Tatar et al. (2009) self-efficacy scale in the experimental group (n=23); Table 5 prints 19 negative versus 2 positive ranks. The article reports the effect size "abs(r)=0.56", i.e. r = 0.56, a large effect by its cited convention.

"students demonstrated a significant improvement in experimental group (Z=-3.686, p=.000, abs(r)=0.56)"

Fatma Taşkin Ekici 2015 (2)¶

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 · i2 · causal · r2

Wilcoxon signed-rank test on the control group's (n=21) pre/post self-efficacy scores; Table 5 prints 12 negative versus 8 positive ranks, z=-1.307, p=.191. The article reports the effect size "abs(r)=0.20", i.e. r = 0.20, and no significant change.

"(Z=-1.307, p=.191, abs(r)=0.20)"

Discussion¶

Related Claims¶

• Post-test attitudes towards science differed significantly in favor of the ICT-narrative group, with a small-to-medium effect — related
• Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test — related