The achievement advantage of mobile learning persisted at a six-month follow-up test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · 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? Six months after the intervention, the experimental group still scored significantly higher than the control group on the achievement test (U=80.000, p<0,005). → Kadir DEMIR 2018
Evidence¶
Kadir DEMIR 2018¶
Kadir DEMIR, Ercan AKPINAR. (2018). The effect of mobile learning applications on students' academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Educational Technology. http://dx.doi.org/10.17220/mojet.2018.04.004
q2 · i? · causal · r1
Follow-up achievement testing performed six months after the end of the quasi-experiment with the same groups (experiment n=15, control n=26); the article reports the Mann-Whitney result and concludes mobile learning "has persistent effect on academic achievement".
"It is seen that there was still significant difference in favour of experiment group according to follow up tests (U=80.000, p<0,005). It can be said that mobile learning has persistent effect on academic achievement."
Discussion¶
Related Claims¶
- No significant instructional-group effects were detected at the six-month follow-up assessment — related
- Students in the mobile learning group developed higher-quality animations than control students — related
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