ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies¶

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 ICT attitudes post-test scores were significantly higher than the control group's, in favor of the experimental group (t = 1.996, p = .050). → Emin Cener 2015 q2 i? The treatment did not improve the experimental group's attitudes toward social studies; post-test scores of both groups were lower than their pre-test scores and remained significantly in favor of the control group. → Emin Cener 2015 (2)

Evidence¶

Emin Cener 2015¶

Emin Cener, Ismail Acun & Gokhan Demirhan. (2015). The Impact of ICT on Pupils' Achievement and Attitudes in Social Studies. Journal of Social Studies Education Research, 6(1), 190-207. https://eric.ed.gov/?id=EJ1105333

q2 · i? · causal · r1

Independent-samples t-test on the ICT attitude scale (Cronbach's alpha .97) with 35 pupils per group. Pre-test scores showed no significant difference (t = .772, p = .443); post-test favored the experimental group (t = 1.996, p = .050).

"However, there is a significant difference between experimental and control groups' ICT attitudes post -test scores in favor of experimental group. It seems that the treatment had a positive effect on pupils' attitudes towards ICT."

Emin Cener 2015 (2)¶

Emin Cener, Ismail Acun & Gokhan Demirhan. (2015). The Impact of ICT on Pupils' Achievement and Attitudes in Social Studies. Journal of Social Studies Education Research, 6(1), 190-207. https://eric.ed.gov/?id=EJ1105333

q2 · i? · causal · r2

Independent-samples t-tests on the social studies attitude scale (Cronbach's alpha .89). The control group held significantly more favorable attitudes at both pre-test (t = -2.347, p = .022) and post-test (t = -2.311, p = .024), and both groups' scores declined from pre- to post-test.

"Post-test scores of both groups were lower than their pre -test scores on social studies attitudes scale. This means the treatment did not improve experimental group's attitudes towards social studies education."

Discussion¶

Related Claims¶

• ICT-supported social studies teaching produced higher achievement post-test scores than traditional instruction in a quasi-experiment with 6th graders — related
• Prior knowledge and ICT-supported instruction predicted achievement post-test scores, while pupils' attitudes toward the subject and ICT did not — related
• Pupils' pre-test attitudes toward social studies were negatively correlated with their pre-treatment attitudes toward ICT — related