Experimental and control groups showed no significant difference in numeracy and science achievement at pre-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? Before the intervention, EMSAT scores did not differ significantly between the ICT and control groups (t = -0.680, p = 0.490). → 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 of pre-test EMSAT scores; the experimental group mean (m=25.820) was slightly higher than the control mean (m=25.510), with a mean difference the article prints as less than -0.300. No effect size is reported.

"The t-test for equality of means was not significan t (t = -0.680, p = 0.490), indicating no significan t differences initially, in numeracy and natural achievements between the experimental and control groups."

Discussion¶

Related Claims¶

• The ICT-taught experimental group improved significantly from pre-test to post-test — related
• Preschool pupils taught science and mathematics with ICT scored significantly higher than traditionally taught pupils at post-test — related
• Experimental and control groups were statistically equivalent in ICT knowledge before the intervention — related
• Experimental and control groups showed no significant pre-test difference before the intervention — related
• Control and experimental groups did not differ significantly in writing proficiency or English proficiency before treatment — related
• Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related