The multimedia group's adjusted post-test mean (21.01) exceeded the teacher-centred group's (15.07)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Adjusted post-test means favoured the multimedia group by roughly six points on the 35-item biology achievement test. → Koseoglu 2015

Evidence¶

Koseoglu 2015¶

Koseoglu, P., & Efendioglu, A. (2015). Can a Multimedia Tool Help Students' Learning Performance in Complex Biology Subjects? South African Journal of Education, 35(4). https://doi.org/10.15700/saje.v35n4a1169

q3 · i? · causal · r2

LSD post-hoc comparison following ANCOVA reported adjusted means of 21.01 (Mbio) versus 15.07 (TCbio), "significantly higher ... (p < 0.001)". No standardised effect size is printed.

"According to Table 3, it is determined that average post-BA scores of the students in the Mbio group (21.01) are significantly higher than those of the students (15.07) in the TCbio group (p < 0.001)."

Discussion¶

Related Claims¶

• Multimedia-based biology instruction produces higher biology achievement than teacher-centred instruction — possibly the same claim (merge candidate)
• The experimental group's Mathematics achievement rose significantly from pre-test to post-test after multimedia instruction — related
• Integrating YouTube videos into EFL instruction produced significantly higher post-test content learning than lecture-based instruction — a broader claim this one bears on