ICT-supported social studies teaching produced higher achievement post-test scores than traditional instruction in a quasi-experiment with 6th graders¶

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 post-test scores were significantly higher than the control group's, and the post-test gap was greater than the pre-test gap. → Emin Cener 2015 q2 i? In blockwise regression, group membership explained an additional 10 per cent of variance in achievement post-test scores (R² change = .095, p = .004). → 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

Quasi-experimental pre/post comparison of two intact 6th-grade classes (N = 35 each) in a Turkish state school. Table 1 reports achievement post-test means of 20.4571 (experimental) vs 16.0286 (control), t = 3.643, p = .001, with the experimental group already higher at pre-test (t = 2.135, p = .036).

"Experimental group's academic achievement pre -test scores were significantly higher than control group's scores. Their post -test scores on academic achievement were also higher than control group's scores. The difference between post -test scores of both groups on achievement test was much greater than their pre-test score on achievement test."

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

Blockwise regression on achievement post-test scores with pre-test scores in block 1, post-test attitudes in block 2, and group in block 3. The group variable (experimental vs control) entered in the third block had standardized beta = -.349, t = -3.024, p = .004. The full model explained 35 per cent of variance.

"The variable included in the third block explained 10 per cent of the variance in pupils' academic achievement post -test scores (R = .589, R² = .347, p< .05)."

Discussion¶

Related Claims¶

• ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related
• Prior knowledge and ICT-supported instruction predicted achievement post-test scores, while pupils' attitudes toward the subject and ICT did not — related