After the integrated activities, experimental-group students shifted from agreeing to disagreeing with items such as getting upset easily with people from different cultures and thinking their culture is better than other cultures¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Item-mean comparisons in the experimental group showed changes in level on several scale items, including reverse-coded prejudice and discomfort items moving from Agree to Disagree responses. → Tuncel 2019

Evidence¶

Tuncel 2019¶

Tuncel, İ. (2019). The effectiveness of intercultural sensitivity development activities integrated with scientific research methods course. European Journal of Educational Research, 8(1), 301-312. https://doi.org/10.12973/eu-jer.8.1.301

q3 · i? · causal · r2

Item-level pretest-posttest comparison for the experimental group (Table 7): items 9 and 20 moved from Agree to Disagree, and items on obtaining information and avoiding culturally-distinct persons moved from partially agree to strongly agree responses.

"while students answered the scale items "I get upset easily when interacting with people from different cultures" and "I think my culture is better than other cultures" as "Agree" before the experiment, a significant cha nge was found in these answers after the experiment and the students answered these items as "disagree"."

Discussion¶

Related Claims¶

• In a quasi-experiment with pretest-posttest and control group, intercultural sensitivity development activities integrated with a scientific research methods course produced a significantly greater pretest-posttest change in intercultural sensitivity than the standard course — a broader claim this one bears on
• Experimental-group students reported larger cultural gains than control-group students, including respect for values and beliefs (92% vs 80%) and awareness of social issues (88% vs 71%) — related