Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's achievement scores increased significantly from pre-test to post-test (t=7.80, p<.05). → Fatma Taşkin Ekici 2015 q2 i? The control group showed no statistically significant pre-to-post achievement difference (t=0.984, p>.05), though its mean rose descriptively. → 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 · i? · causal · r2

Paired-samples t-test within the experimental group (n=23): means rose from 6.70 to 10.26; Table 3 prints t=7.80, p=0.000, Cohen's d=-1.26. The article attributes the gain to story-assisted courses.

"there is a significant difference observed between the pre-test and post-test scores of the students in terms of achievement (t=7,80;p<.05)"

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 · i? · causal · r1

Paired-samples t-test within the control group (n=21) receiving regular curriculum: means rose from 7.48 to 8.33 but the article reports t=0,984; p>.05 (Table 3 prints p=0.337), an increase the authors call typical course achievement.

"there is no significant achievement difference statistically between the pre-test and post-test scores of the control group students, who had regular Ministry of Education curriculum without stories"

Discussion¶

Related Claims¶

• Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — reports the opposite
• Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — related
• Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — related
• No significant difference in achievement between ABSI and control groups on pre-test or post-test scores — related
• Middle-school students who read a mostly science-fiction book set alongside the science curriculum gained significantly in science curiosity, in a study whose groups already differed at pre-test — related
• Paired-samples t-tests show a significant mean-score gain from pre- to post-test in the VHPI group but not in the conventional-instruction group — related