No statistically significant difference was found between posttest scores of SWD in the treatment group and SWD in the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An independent t-test found no statistically significant difference between posttest scores of SWD in the treatment group (M = 39.00) and SWD in the control group (M = 49.44). → Delisio 2018

Evidence¶

Delisio 2018¶

Delisio, L. A., Bukaty, C. A., & Taylor, M. (2018). Effects of a Graphic Organizer Intervention Package on the Mathematics Word Problem Solving Abilities of Students with Autism Spectrum Disorders. The Journal of Special Education Apprenticeship, 7(2). https://eric.ed.gov/?id=EJ1185372

q2 · i? · causal · r1

Independent t-test comparing posttest CBM scores of SWD in treatment (n = 20) versus control (n = 27). The article reports t = -1.2, df = 45, p > .05, with the control group's mean of "49.44" descriptively higher.

"No statistically significant difference (t = -1.2, df = 45, p > .05) was found between the posttest scores of SWD in the treatment group (M = 39.00) and SWD in the control group (M = 49.44)."

Discussion¶

Related Claims¶

• SWD in both treatment and control groups showed a statistically significant pretest-to-posttest improvement on question 8 — related
• The K-N-W-S graphic organizer intervention package did not produce statistically significant pretest-to-posttest gains in word problem solving for students with disabilities in the treatment group — related
• WebQuest instruction shows no significant immediate effect on ninth-grade mathematics achievement at posttest — related