The impact of instructional infographics on information perception does not differ between scientific-college (IT) and humanistic-college (Business) students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A Kruskal-Wallis test found no difference between IT and ECO samples on perception (calculated H = 0.01, below the chi-square value 3.841 at 0.05, 1 df). → Alqudah 2019

Evidence¶

Alqudah 2019¶

Alqudah, D., Bidin, A., & Md Hussin, M. A. H. (2019). The Impact of Educational Infographic on Students’ Interaction and Perception in Jordanian Higher Education: Experimental Study. International Journal of Instruction, 12(4), 669-688. https://doi.org/10.29333/iji.2019.12443a

q2 · i? · causal · r1

Kruskal-Wallis test on the perception variable comparing the two colleges; the calculated H was 0.01, below the approximated chi-square value of 3.841 at 0.05 significance and 1 degree of freedom, so the null hypothesis was accepted. Table 8 reports chi-square .001, df 1, Asymp. Sig. .980. This is a non-detection, not a tested equivalence.

"The null hypothesis was accepted referring to the statistical results of the Kruskal –Wallis test, which means that no difference occurred between the scientific college sample (IT students) and humanistic college sample (ECO students) as regards the impact of instructional infographics on their information perception"

Discussion¶

Related Claims¶

• The impact of instructional infographics on classroom interaction differs between scientific-college (IT) and humanistic-college (Business) students — related
• Regression shows a significant relationship between quiz marks and students' perception in both colleges, though far stronger in the IT College (R-square 0.919) than the Business College (R-square 0.226) — related
• Students taught with infographic materials scored higher on chapter quizzes than students taught the same chapters conventionally in both colleges