Multimedia-supported instruction produced a statistically significant pre-to-post achievement gain in 4th-grade social studies students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-test mean was significantly higher than its pre-test mean after multimedia-based instruction on the 'My Friends Away' unit. → Genç Osman Ilhan and Şahin Oruç 2016

Evidence¶

Genç Osman Ilhan and Şahin Oruç 2016¶

Genç Osman Ilhan and Şahin Oruç. (2016). Effect of the use of multimedia on students’ performance: A case study of social studies class. Educational Research and Reviews. https://eric.ed.gov/?id=EJ1099996

q2 · i? · causal · r1

Quasi-experimental pre/post comparison of the experimental group (N=35 per Table 1) taught the unit with multimedia. The article reports t(68) = -4.323, p=.000<.05, with means rising from 71.57 to 84.87; no effect size is printed.

"When the pre and post test results of the experimental group were compared, a significant difference is observed between the two tests [t(68) = -4.323, p=.000<.05]."

Discussion¶

Related Claims¶

• The experimental group's Mathematics achievement rose significantly from pre-test to post-test after multimedia instruction — related
• ANCOVA confirms the multimedia group's speaking-skill advantage after adjusting for pre-test differences. — related
• Prospective teachers taught Mathematics with a multimedia package scored significantly higher on the post-test than peers taught with Active Learning Methodology — related