Monmouth entrepreneurial program: two of three prompt comparisons improved significantly, one declined significantly, and the combined 7.39% gain was not significant¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Beginning prompt 3 to ending prompt 1 improved 23.54% (two-tailed .0222), and the identical prompt 2 improved 16.16% (two-tailed .0423), while beginning prompt 1 to ending prompt 3 declined 17.32% (two-tailed .0407). → DeSimone and Buzza 2013 q2 i? The combined average of all three prompts improved 7.39% but the two-tailed t-test indicated an insignificant statistical result. → DeSimone and Buzza 2013 (2)

Evidence¶

DeSimone and Buzza 2013¶

Frank DeSimone and John Buzza. (2013). Experiential Learning: Improving The Efficacy Of An Undergraduate Business Degree. American Journal Of Business Education, 6(1). https://eric.ed.gov/?id=EJ1054187

q2 · i? · causal · r1

Pre-post prompt comparison for 67 Monmouth entrepreneurial studies students (39 Entrepreneurship, 28 Small Business Management), scored by the same two Wagner graduate assistants. The article reports this 23.54% gain as "a highly significant result within a 2% confidence" and separately reports the prompt 2 gain (16.16%, .0423) and the prompt 1 decline (17.32%, .0407).

"The beginning-of-the-semester prompt 3 had an average mean score of 2.44. while the end of the semester prompt 1 score had an average mean score of 3.01, or a 23.54% improvement of the end of the semester scores over the beginning-of-the-semester scores, The two-tailed t-test showed a .0222 significance, or a highly significant result within a 2% confidence."

DeSimone and Buzza 2013 (2)¶

Frank DeSimone and John Buzza. (2013). Experiential Learning: Improving The Efficacy Of An Undergraduate Business Degree. American Journal Of Business Education, 6(1). https://eric.ed.gov/?id=EJ1054187

q2 · i? · causal · r1

Combined pre-post analysis for the same 67 Monmouth students across three prompts. The article reports the 7.39% combined improvement was "an insignificant statistical resu lt" on the two-tailed t-test.

"While the overall improvement in the combi ned average student critical thinking prompt scores was an impressive 7.39% higher at the end of the semester as compared with the beginning of the semester, the two-tailed t-test results indicated a .3109 significance, or an insignificant statistical resu lt."

Discussion¶

Related Claims¶

• Wagner marketing incubator participants outscored non-participants on end-of-semester critical thinking prompts by 16.95%, significant at the 11% two-tailed level — related
• Students scored better on earlier prompts than later prompts within the same survey session — related
• Wagner students' overall pre-to-post critical thinking prompt gain of 9.8% was not statistically significant — related