Experimental and control groups were statistically equivalent on religious-concepts pretest before the intervention¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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? Pretest differences in means between experimental and control groups were not statistically significant (α=0.05). → Khalid A. Alsoudi 2017
Evidence¶
Khalid A. Alsoudi 2017¶
Khalid A. Alsoudi. (2017). The Effect of Using K.W.L Strategy upon Acquiring Religious Concepts. World Journal of Education, 7(2). https://doi.org/10.5430/wje.v7n2p31
q2 · i? · causal · r1
2-way ANOVA on pretest scores of 139 students before the intervention; Table 3 reports teaching strategy F = 0.001, sig 0.98, gender F = 0.008, sig 0.93, and interaction F = 0.000, sig 0.996, with pretest means near 54.7–54.9.
"Table (3) indicated that the differences in means between experimental group and control group were not statistically significant (α=0.05)."
Discussion¶
Related Claims¶
- The three groups were equivalent on EPT pre-test scores before the intervention — related
- K.W.L instruction produces significantly higher acquisition of religious concepts than traditional teaching among 8th-grade Jordanian students — a broader claim this one bears on
- Experimental and control groups did not differ significantly in pre-test science achievement before the intervention — related
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
- The experimental and control groups did not differ significantly in programming knowledge at pretest — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- Groups were equivalent in mathematics achievement before the application — related
- The three groups were statistically equivalent in transformational geometry achievement before instruction — related
- U-learning and E-learning groups were statistically equivalent at pretest before the intervention — related
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