MIT-based instruction produced a statistically significant post-test emotional-yield advantage over traditional instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? A one-way ANOVA on post-test emotional scores between the experimental and control groups gave a p-value of 0.00, with the experimental group more favourable. → Sanchez-Martin et al. 2017
Evidence¶
Sanchez-Martin et al. 2017¶
Jesus Sanchez-Martin, Garcia J. Alvarez-Gragera, Maria Antonia Davila-Acedo, Vicente Mellado. (2017). TEACHING TECHNOLOGY: FROM KNOWING TO FEELING. ENHANCING EMOTIONAL AND CONTENT ACQUISITION PERFORMANCE THROUGH GARDNER'S MULTIPLE INTELLIGENCES THEORY IN TECHNOLOGY AND DESIGN LESSONS. Journal of Technology and Science Education, 7(1), 58-79. https://doi.org/10.3926/jotse.238
q2 · i? · causal · r1
One-way ANOVA comparing post-test emotional scores of the experimental group (87 subjects) and control group (73 subjects), reported in section 3.3. The article reports a statistically significant difference favouring the experimental group; Table 1 means are 63.28 (experimental) versus 54.74 (control).
"ANOVA test also gives us the statistical data of a p-value of 0.00 for emotional performance and 0.34 for content acquisition (cognitive yield)."
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
- Emotional Intelligence — outcome: instruction changes it
Related Claims¶
- Both traditional and MIT-based Technology instruction produce statistically significant pre-to-post gains in emotional and knowledge scores — related
- Emotional gains under MIT-based instruction varied by intelligence style, with Logical-mathematical and Spatial styles most favoured and Bodily-kinesthetic nearly unaffected — related
- Post-test content acquisition favoured the MIT-based group descriptively, but the reported ANOVA p-value of 0.34 does not reach significance — related
- Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.