The mental group outperformed the technology group in reasoning on the postponed test, with no other significant postponed differences¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the postponed test, the mental experimental group outperformed the technological experimental group in the reasoning level, and no other significant pairwise differences were observed. → Al-Balushi 2018

Evidence¶

Al-Balushi 2018¶

Al-Balushi, K. A., & Al-Balushi, S. M. (2018). Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science. International Journal of Instruction, 11(3), 525-538. https://doi.org/10.12973/iji.2018.11336a

q2 · i? · causal · r2

LSD follow-up comparisons on the postponed test in the quasi-experimental study of 197 grade-eight students; postponed reasoning means were 2.75 (mental), 2.12 (technological) and 2.34 (control).

"In addition, the mental group outperformed the technological group in the reasoning level. No other significant differences could be observed."

Discussion¶

Related Claims¶

• Brain-based learning without technology produced longer-lasting retention: the mental group outperformed the control group on the postponed test — related
• Brain-based learning delivered with technology outperformed conventional teaching on the immediate post-test in application level and overall achievement — related
• The omnibus multivariate tests detected significant differences among the three groups at both post-test and postponed test — related
• The short-lived advantage of technology-delivered instruction may reflect a novelty effect, though further research is needed — related