Using infographics in geography lessons improves students' attitudes towards the geography lesson relative to usual instruction¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q2
Currency · newest study 2016 · 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-treatment attitude scores on the Attitude Scale for Geography Lesson were significantly higher in the experimental groups than in the control groups. → Çifçi 2016
q2 i? One-way ANOVA of post-treatment attitude scores across the four groups is significant, with Tukey tests favoring both experimental groups over both control groups. → Çifçi 2016 (2)
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
Independent samples t-test of post-treatment ASGL scores for the pooled experimental groups (X = 2.96) versus control groups (X = 2.25) in the Solomon Four Group study, a difference "in favor of the experimental group".
"When the analysis results given in Table 13 are examined , it is seen that there is a statistically significant difference between the experimental and the control group [t (111) = 8.202; p < .05]. This difference is in favor of the experimental group."
Çifçi 2016 (2)¶
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 post-treatment attitude scores across the four groups (between-groups sum of squares 14.2; within-groups 23.4), reporting a "significant difference between the post-treatment attitude scores of the students in the experimental and the control groups".
"According to the data analysis seen in Table 14, there is a significant difference between the post-treatment attitude scores of the students in the experimental and the control groups [f (1-111) = 67,27; p < .05]."
Discussion¶
Related Claims¶
- Control-group students' attitudes towards geography declined significantly over the six weeks while experimental-group attitudes rose — related
- Across all four Solomon groups, achievement post-test scores differ significantly, with both infographic groups outperforming both control groups — related
- Using infographics as instructional materials in 10th-grade geography lessons raises academic achievement post-test scores relative to usual materials — related
- Before treatment, the experimental and control groups were equivalent on both achievement and attitude — related
- Reciprocal teaching produced significantly more favourable attitudes towards Islamic culture than the traditional method — related
- EFL students' attitudes toward team teaching improve significantly after experiencing it in reading comprehension lessons — related
- MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction — related
- Analogical instruction had almost no effect on students' attitudes towards physics — related
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by process:wiki-ingest on 2026-11-02 |
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