ICT-based instruction produces a significant main effect on the economics learning outcomes of students with hearing impairment¶

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? There is a statistically significant main effect of treatment (ICT vs conventional) on participants' learning outcomes in economics, F = 6.42, P < 0.05. → Egaga 2015

Evidence¶

Egaga 2015¶

Egaga, Patrick I.; Aderibigbe, S. Akinwumi (2015). Efficacy of Information and Communication Technology in Enhancing Learning Outcomes of Students with Hearing Impairment in Ibadan. Journal of Education and Practice, Vol.6, No.30. https://eric.ed.gov/?id=EJ1081324

q2 · i? · causal · r1

ANCOVA of pretest-posttest control-group quasi-experiment with 30 purposively sampled students with hearing impairment (15 males, 15 females); the article reports "a significant main effect of treatment" (F=6.42, P <0.05), so the null hypothesis was rejected.

"Table 1 shows that there is a significant main effect of treatment participants' learning outcomes in economics (F=6.42, P <0.05)."

Discussion¶

Related Claims¶

• The ICT effect is consistent with prior findings linking ICT use to academic performance of students with hearing impairment — related
• Students taught with ICT obtained higher mean Economics Achievement Test scores than control students — possibly the same claim (merge candidate)
• Adjusted post-test scores favour the ICT group over the conventional group — possibly the same claim (merge candidate)
• 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
• Senior secondary students taught with CRAIS achieved significantly higher mathematics posttest scores than students taught with modified conventional teaching strategy — related
• All three PRIMR ICT interventions (TAC tutor tablets, teacher tablets, and pupil e-readers) produced statistically significant literacy gains over the control group in grade 2 — related