Across all four Solomon groups, achievement post-test scores differ significantly, with both infographic groups outperforming both control groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One-way ANOVA of achievement post-test scores across Experimental I, Control I, Experimental II and Control II shows a statistically significant group difference, with Tukey tests locating the difference between the experimental groups and Control group II. → Çifçi 2016

Evidence¶

Çifçi 2016¶

Taner Çifçi. (2016). Effects of Infographics on Students Achievement and Attitude towards Geography Lessons. Journal of Education and Learning, 5(1). https://doi.org/10.5539/jel.v5n1p154

q2 · i? · causal · r2

One-way ANOVA of achievement post-test scores across the four Solomon groups (between-groups sum of squares 2461.2; within-groups 16586.7), finding a "statistically signi ficant difference between the students in the experimental groups and control".

"According to the analysis results given in Table 8, th ere is a statistically signi ficant difference between the students in the experimental groups and control [F(3-109) = 5,391; p < .05]."

Discussion¶

Related Claims¶

• Using infographics as instructional materials in 10th-grade geography lessons raises academic achievement post-test scores relative to usual materials — possibly the same claim (merge candidate)
• Using infographics in geography lessons improves students' attitudes towards the geography lesson relative to usual instruction — related
• Secondary school students taught chemistry through computer-based simulations achieve significantly higher post-test scores than students taught through regular teaching methods — related