No significant overall change in CCT-X scores from pre-test to post-test regardless of group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The measurement primary effect was not statistically significant, F(1,56)= 2.26, p>0.05, with η²= 0.04. → Filiz Demirci 2017

Evidence¶

Filiz Demirci 2017¶

Filiz Demirci, Cengiz Özyürek. (2017). The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills among Seventh Grade Student. International Electronic Journal of Elementary Education, 10(2). https://doi.org/10.26822/iejee.2017236119

q2 · i? · causal · r2

Measurement primary effect from the two-way ANOVA for mixed measures; Table 10 prints η2 of 0.04 for this effect. The null indicates no detected overall change, not tested equivalence.

"no statistically significant difference was found between the CCT -X mean scores for students from the pre -test to post -test stages, regardless of gender ( F(1,56)= 2.26, p>0.05)"

Discussion¶

Related Claims¶

• Concept-cartoon-based teaching significantly increased seventh graders' critical thinking scores within the experimental group — reports the opposite
• Existing teaching methods produced no significant change and a descriptive decline in control group critical thinking scores — related
• Group main effect: concept cartoon teaching explained 18% of variance in critical thinking scores between groups — related
• The group-by-measurement interaction in CCT-X scores significantly favoured the concept cartoon group — related
• No significant difference between U-learning and E-learning groups in the referencing stage of formative research — related