Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (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? The experimental (mobile learning) group scored significantly higher than the control group on the academic achievement post-test (p<.05), with no pre-test difference. → 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
Quasi-experimental comparison of a mobile learning group (n=15) and a traditional lecture group (n=26) using a 23-item researcher-developed achievement test (KR-20 = 0.83); Mann-Whitney U showed "significant difference was found in favour of experiment group after research (p<.05)".
"There was no significant difference between academic achievements of both groups before research (p>.05) while significant difference was found in favour of experiment group after research (p<.05)."
Discussion¶
Related Claims¶
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