Within the experimental group, the modeling based science education program was followed by a statistically significant increase in critical thinking scores from pre-test to post-test¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · 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.
q3 i? Experimental group students' CCT-X scores rose significantly from pre-test (M=33.38) to post-test (M=35.98) after the modeling based program. → Bati 2015
Evidence¶
Bati 2015¶
Bati, K. & Kaptan, F. (2015). The Effect of Modeling Based Science Education on Critical Thinking. Educational Policy Analysis and Strategic Research, 10(1). https://eric.ed.gov/?id=EJ1127622
q3 · i? · causal · r1
Dependent-groups t-test on the 60 experimental-group students' CCT-X scores in a pre-test–post-test quasi-experimental design; the printed means are 33.38 (pre) and 35.98 (post), with t(59) = -3.738, p = .000. The article reports "a significant difference between pre and post scores".
"Table 10 shows that there was a significant difference between pre and post scores of the experimental group (p<0.05). In other words, application of the program led to a significant difference in students' critical thinking scores."
Discussion¶
Related Claims¶
- Concept-cartoon-based teaching significantly increased seventh graders' critical thinking scores within the experimental group — related
- No significant overall change in CCT-X scores from pre-test to post-test regardless of group — related
- After adjusting for pre-test critical thinking scores, the modeling based program produced no statistically significant difference between experimental and control groups' post-test critical thinking scores — related
- Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — related
- Existing teaching methods produced no significant change and a descriptive decline in control group critical thinking scores — related
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