Post-test content acquisition favoured the MIT-based group descriptively, but the reported ANOVA p-value of 0.34 does not reach significance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The one-way ANOVA on post-test knowledge scores gave p = 0.34, which is above the 0.05 limit, although the article also asserts a significant cognitive difference. → 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 on post-test content acquisition between experimental (87) and control (73) groups in section 3.3. The printed p-value of 0.34 for content acquisition is above the stated 0.05 significance limit; Table 1 means are 69.50 versus 61.56, a descriptive difference only.

"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¶

Related Claims¶

• Both traditional and MIT-based Technology instruction produce statistically significant pre-to-post gains in emotional and knowledge scores — related
• MIT-based instruction produced a statistically significant post-test emotional-yield advantage over traditional instruction — related
• Content-acquisition gains segmented by intelligence style reached significance only for Interpersonal and Intrapersonal IS — related