Preschool pupils taught science and mathematics with ICT scored significantly higher than traditionally taught pupils at 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? After a four-week intervention, the experimental (ICT) group's EMSAT scores were significantly higher than the control group's (t = -2.007, p = 0.046). → 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

Independent samples t-test on post-test EMSAT scores of the experimental group (132 children) and control group (128 children) after the four-week teaching intervention. The article reports "t = -2.007, p = 0.046" as significant between the groups; no effect size is printed.

"Finally, an independent sample t-test was conducted . The t-test for equality of means was significant (t = -2.007, p = 0.046), indicating significant differences, in the scores between the experimental and control groups."

Discussion¶

Related Claims¶

• The ICT-taught experimental group improved significantly from pre-test to post-test — related
• The traditionally taught control group also improved significantly from pre-test to post-test — related
• Experimental and control groups showed no significant difference in numeracy and science achievement at pre-test — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related