An educational programme based on independent activities produced significantly higher post-test grades in pedagogical subjects than classic methods for 11th-grade pedagogical-profile students¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Post-test grades of the experimental focus group were statistically significantly higher than those of the control focus group (t=7.122; df=138.305; p<0.001). → Monica-Iuliana Anca & Muşata Bocoş 2017
Evidence¶
Monica-Iuliana Anca & Muşata Bocoş 2017¶
Monica-Iuliana Anca & Muşata Bocoş. (2017). The Role of Independent Activities in Development of Strategic Learning Competences and Increase of School Performance Level, within the Study of High School Pedagogy. Educatia 21 Journal, (15). https://doi.org/10.24193/ed21.2017.15.07
q2 · i? · causal · r2
Quasi-experimental pedagogical experiment comparing an experimental focus group (n=84) that received the independent-activities programme with a control focus group (n=81); post-test averages were 7.33 versus 5.92, a statistically significant difference per the printed t test.
"The result at t test for independent focus groups revealed that the grades average at the post-test for the experimental focus group is significantly different, from statistical point of view, from the grades average at the post-test for the control focus group (t=7.122; df=138.305; p<0 .001)."
Discussion¶
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