Both groups improved from pretest to posttest at the individual level, with the article attributing the experimental group's larger gains to the etudes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest mean scores exceeded pretest mean scores for individuals in both groups, and the article explains the experimental group's larger increases by the etudes being more effective than traditional educational methods. → Avci Akbel 2018

Evidence¶

Avci Akbel 2018¶

Avci Akbel, B. (2018). A review on effectiveness of cello etudes created for longas and syrtos. Eurasian Journal of Educational Research, 75, 1-18. https://eric.ed.gov/?id=EJ1181464

q2 · i? · causal · r1

Individual-level analysis (Table 4, Kruskal-Wallis tests, N=12 observations per cell) shows TMV-Dif values of roughly 10–15 for experimental persons versus roughly 1–3 for control persons; the article calls the etudes "more effective than traditional educational methods."

"The posttest mean scores of both the control group and the experimental group are higher than the pre-test mean scores. In other words, the persons performing the piece made progress later (in the posttest) compared to the beginning (pre -test), and the evaluation scores increased as a result of the posttest evaluation."

Discussion¶

Related Claims¶

• Practicing piece-specific preparatory etudes raised posttest performance ratings above a control group practicing the pieces directly, according to two of three expert evaluators — related
• One of three expert evaluators did not find the preparatory etudes successful, rating the control group higher at both pretest and posttest — related
• Both groups improved significantly from pretest to posttest, and the experimental group's posttest scores significantly exceeded the control group's — possibly the same claim (merge candidate)
• Students taught with Razalas' Method of Grouping achieved significantly higher gain scores than students in Individual Learning in Integral Calculus — a narrower finding that bears on this claim
• Both experimental and control groups improved their proportional reasoning scores from pretest to posttest — related
• Students entered the Integral Calculus experiment with near-zero pretest scores, indicating weak prerequisite preparation — related