Learning physics with the interactive Motion and Vector Analysis software produced higher conceptual understanding than traditional instruction in a quasi-experiment with XI-grade students¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3
Currency · newest study 2014 · 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.
q3 i? Post-test conceptual understanding was significantly higher for the experimental group (mean 81.350) than the control group (mean 61.595), t = 10.67, p = 0.01. → Mohd. Jasmy Abd Rahman 2014
q3 i? Within the experimental group, pre-to-post gains were significant (mean 39.815 to 81.350; t = -22.725, Sig .001). → Mohd. Jasmy Abd Rahman 2014 (2)
Evidence¶
Mohd. Jasmy Abd Rahman 2014¶
Mohd. Jasmy Abd Rahman, Mohd. Arif. Hj. Ismail & Muhammad Nasir. (2014). Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction. International Education Studies, 7(13). https://doi.org/10.5539/ies.v7n13p14
q3 · i? · causal · r2
Quasi-experiment with two randomly selected XI-grade classes at SMA Pekanbaru (experimental n = 38, control n = 36). Table 5 reports post-test means of 81.350 (experimental) versus 61.595 (control), t = 10.67, Sig 0.01, described as "Significantat p< 0.05".
"Based on Table 5, it is shown that no significant difference in student achievement in the pre-test between the control group and the experimental group (t = 1.93: p = 0.07)."
Mohd. Jasmy Abd Rahman 2014 (2)¶
Mohd. Jasmy Abd Rahman, Mohd. Arif. Hj. Ismail & Muhammad Nasir. (2014). Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction. International Education Studies, 7(13). https://doi.org/10.5539/ies.v7n13p14
q3 · i? · causal · r2
Paired comparison within the experimental group: pre-test mean 39.815, post-test mean 81.350, difference score -41.353, t-value -22.725, dk 37, Sig .001, marked significant at p < 0.05.
"Table 6. Couplet-test comparing concepts mastery physics topics motion and vector analysis between pre and post-test for experimental group"
Discussion¶
Related Claims¶
- Students learning with the software showed higher learning motivation at post-test than students taught by traditional method — related
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
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