Both groups improved significantly on the achievement test from pre-test to post-test, with the experimental group reaching a much higher post-test mean¶
Claim · All claims
Evidence · 1 study · causalr1·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? Within-group paired comparisons showed significant achievement gains in both the experimental group (pre 4.85 to post 30.85) and the control group (pre 4.85 to post 19.00). → Esin Özdemir 2016
Evidence¶
Esin Özdemir 2016¶
Esin Özdemir, Ali Arslan. (2016). The Effect of Self-regulated Jigsaw IV on University Students' Academic Achievements and Attitudes towards English Course. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i5.1453
q2 · i? · causal · r1
Paired samples t-tests within the quasi-experiment: experimental group t = -30.96, p = 0.000; control group t = -8.994, p = 0.018. The article states "the achievement post-test of the experimental group is significantly higher than their pre-test" and likewise for the control group.
"Table 1 shows that the means of experimental group for achievement is 4.85 for pre -test, 30.85 for post -test and the control group's means are 4.85 for pre -test, 19.00 for post-test."
Discussion¶
Related Claims¶
- Both groups improved significantly from pre test to post test, with a larger mean gain in the GeoGebra group — related
- Self-regulated jigsaw IV did not significantly increase students' attitudes towards the English course; the significant gain-score difference reflected a control-group decline — related
- Experimental-group students taught through the e-content package showed a significant pre-to-post gain in IUPAC nomenclature achievement — related
- Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — related
- Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
- Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — reports the opposite
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