MIT-based teaching produced significantly higher permanence-test scores three weeks after instruction than conventional teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? Experimental students retained significantly more knowledge on the permanence test administered three weeks after the success test (t=12.79, p<0.05). → Taşpınar and Kaya 2016
Evidence¶
Taşpınar and Kaya 2016¶
Şeyda Eraslan Taşpınar, Ali Kaya. (2016). Painting with the Multiple Intelligences: Defining Student Success and Permanence in Art Class. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i7.1684
q2 · i? · causal · r1
Delayed posttest: the same success test was reapplied three weeks after instruction to both groups (experimental n=32, control n=31). Means were 15.87 versus 8.54 and the difference was "statistically significant (t=12.79; P<0.05)"; no effect size is printed.
"It can be seen when the table is considered that mean permanence score of the students in experimental and control groups is X = 15.87 and X = 8.54, respectively. It was determined according to the results obtained that the difference between experimental and control group is statistically significant (t=12.79; P<0.05)."
Discussion¶
Related Claims¶
- MIT-based teaching produced significantly higher success-test scores than conventional teaching in 8th-grade visual arts (miniature picture topic) — related
- Students taught with smart board support retained more information four weeks after instruction than students taught with the 2005 curriculum — related
- Knowledge gained through performing-arts teaching persisted: permanence-test scores four weeks later showed no significant drop from posttest and remained higher than the control group — related
- Jigsaw cooperative learning produced better retention of knowledge after 11 weeks than traditional teaching — related
- The experimental group showed no significant score decline between post-test and four-week retention test, while the control group declined significantly — related
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