Multimedia-supported 7E model materials produced significantly higher post-test achievement than traditional teaching in fifth-grade science¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2017 · 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 i2 Experiment-1 outperformed both control groups on the post-test with eta-squared effect sizes of .27 and .29. → Sarac 2017
q3 i1 Experiment-2 (unpretested) also outperformed both control groups on the post-test with smaller effect sizes of .09 and .11. → Sarac 2017
Evidence¶
Sarac 2017¶
Sarac, H., & Tarhan, D. (2017). Effect of multimedia assisted 7e learning model applications on academic achievement and retention in students. European Journal of Educational Research, 6(3), 299-311. https://doi.org/10.12973/eu-jer.6.3.299
q3 · i2 · causal · r2
Independent-groups t-tests comparing post-test scores in the Solomon four-group design (N=23 per group). Experiment-1 (M=19.73) significantly exceeded control-1 (M=13.69), t(44)=4.021, p<.05, eta-squared .27, and control-2 (M=13.21), t(44)=4.217, p<.05, eta-squared .29.
"there is a statistically significant difference between groups in favor of experiment -1 in terms of the post -test averages, (t (44) = 4.021, p < .05).The effect size between the averages is .27."
Discussion¶
Related Claims¶
- Multimedia-supported 7E model materials improved five-week retention of learned science content relative to traditional teaching — related
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
- Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods — related
- Experiential learning-based Mathematics teaching material improves fifth-graders' Mathematics cognitive ability more than conventional teaching material — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.