The music and non-music groups did not differ significantly on the mathematics achievement pretest¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · 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? An independent t-test found no statistically significant pretest difference between groups (p=0.68; t=0.453), supporting initial equivalence. → Song A. An 2015
Evidence¶
Song A. An 2015¶
Song A. An, and Daniel A. Tillman. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45-60. https://eric.ed.gov/?id=EJ1107839
q3 · i? · causal · r1
Independent t-test of pretest achievement in the random-assignment pretest-posttest control group design with N=56 third graders. No effect size is printed for this null comparison; equivalence was not formally tested beyond the non-significant t-test.
"there were no statistically significant differences betw een the music group and the non-music group’s mathematics achievement on the pretest (p=0.68; t= 0.453)"
Discussion¶
Related Claims¶
- Third-grade students receiving music-mathematics integrated lessons scored significantly higher on posttest mathematics achievement than non-music control students — related
- Groups were equivalent in mathematics achievement before the application — related
- The 5E and traditional groups were statistically equivalent in achievement and interest before treatment — related
- The web-based and text-based STAD groups did not differ significantly on the pretest — related
- The experimental and control groups did not differ significantly in programming knowledge at pretest — related
- The three groups were equivalent on EPT pre-test scores before the intervention — related
- Intervention and control groups did not differ significantly in attitudes towards statistics at pre-test — related
- Before treatment, the experimental and control groups did not differ significantly on idiom pretest scores — related
- U-learning and E-learning groups were statistically equivalent at pretest before the intervention — related
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