Multimedia-supported 7E model materials improved five-week retention of learned science content relative to traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Experiment-1 significantly exceeded both control groups on the retention test with eta-squared of .20. → Sarac 2017 q3 i1 Experiment-2 significantly exceeded control-1 (eta-squared .09) but not control-2 on the retention test. → 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

Retention test administered five weeks after the intervention in the Solomon four-group design. Experiment-1 (M=19.60) significantly exceeded control-1 (M=14.17), t(44)=3.369, p<.05, and control-2 (M=14.78), t(44)=3.298, p<.05, with effect sizes of .20; experiment-2 exceeded control-1 with .09 but not control-2 (p>.05).

"there is a statistically significant difference between groups in favor of e xperiment-1 in terms of the retention -test averages, (t (44) = 3.369, p < .05)."

Discussion¶

Related Claims¶

• Multimedia-supported 7E model materials produced significantly higher post-test achievement than traditional teaching in fifth-grade science — 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
• 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