Learning from interactive whiteboard lessons supported by visual materials persisted, with only a small significant decline four weeks after the post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's persistence test score four weeks later (75.08) differed significantly but only slightly from its post-test score (76.94). → Abdulkadir Kırbas 2018

Evidence¶

Abdulkadir Kırbas 2018¶

Abdulkadir Kırbas. (2018). The Effect of Interactive Whiteboard Applications Supported by Visual Materials on Middle School Students' Listening Comprehension and Persistence of Learning. Universal Journal of Educational Research 6(11): 2552-2561. https://doi.org/10.13189/ujer.2018.061120

q3 · i? · causal · r1

Paired-samples t test comparing the experimental group's (n=36) post-test and persistence-test LAT scores administered four weeks after the intervention: t = 2.563, p = .015, significant at the .05 level. The article prints no effect size for this difference.

"the post -test achievement score of the students in the experimental group was found to be 76.94, and the of the persistence test re-administered 4 weeks later to the students in the experimental group was found to be 75.08. The t value, which was calculated based on the experimental and control group scores, was 2.563. The paired -samples t test that was carried out to determine whether there was any difference between the groups yielded p=.015"

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Interactive whiteboard lessons supported by visual materials produce higher listening comprehension achievement than regular 2018 Turkish Course Curriculum teaching in middle school students — related
• Experimental-group students' listening comprehension scores rose significantly from pre-test to post-test after interactive whiteboard instruction with visual materials — related
• Knowledge gained through performing-arts teaching persisted: permanence-test scores four weeks later showed no significant drop from posttest and remained higher than the control group — related
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay — related
• Within the experimental group, involvement rose from pre-test through post-test and was retained four weeks later — related