Within the experimental group, involvement rose from pre-test through post-test and was retained four weeks later¶
Claim · All claims
Evidence · 1 study · causalr2·q3
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.
q3 i? The experimental group's involvement scores increased significantly across pre-test, post-test, and retention test, with the retention test four weeks after post-test still higher than pre-test. → Akyol 2018
Evidence¶
Akyol 2018¶
Akyol, T., & Erkan, S. (2018). The effects of mosaic based approach on involvement levels of children. International Journal of Educational Methodology, 4(4), 303-309. https://doi.org/10.12973/ijem.4.4.303
q3 · i? · causal · r2
Friedman's Two-Way ANOVA on the 26 experimental children across three measurements: pre-test mean 1.93, post-test 3.19, retention 3.23, Chi Square 43.221, p=0.001, with multiple comparison differences between measurements 1-2 and 1-3 as printed in Table 3.
"There was statistically significant difference between pre -test, post -test, and retention test scores of experiment group [ p<.05)]. Post-test and retention test applied four weeks after post -test on experiment group that was applied mosaic approach based education program showed higher average scores compared to pre -test average scores."
Discussion¶
Related Claims¶
- The control group's involvement also improved significantly under the standard program, but only from extremely low to low level — related
- Mosaic approach based education produced significantly higher post-test involvement levels than the standard preschool program in five-year-old children — a broader claim this one bears on
- Learning from interactive whiteboard lessons supported by visual materials persisted, with only a small significant decline four weeks after the post-test — related
- Experimental-group students' listening comprehension scores rose significantly from pre-test to post-test after interactive whiteboard instruction with visual materials — related
- Within the flipped-classroom experimental group, engagement rose significantly from pre-test to post-test on four sub-dimensions and disengagement fell significantly — related
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