At the beginning of the experiment the experimental and control groups showed no significant differences in integrative collaboration¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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.
q2 i? Baseline chi-square tests found no significant differences between either experimental group and the control group (p>0,05). → NataÔja van Gejeka 2013
Evidence¶
NataÔja van Gejeka 2013¶
NataÔja van Gejeka. (2013). Research into Learning Process in a Vocational Secondary School in the Context of Sustainable Development. Journal of Teacher Education for Sustainability, vol. 15, no. 2. https://doi.org/10.2478/jtes-2013-0012
q2 · i? · causal · r1
Baseline structured observation (160 minutes) before the semester-long experiment; chi-square tests compared the 1st and 2nd experimental groups with the control group. The article reports "no differences" at p>0,05; equivalence was not formally tested and no effect size is printed.
"As seen in Table 3 and Table 4, at the beginning of the experiment, no differences between the 1st experimental group and the control group ( chi-square tests, p>0,05) are seen"
Discussion¶
Related Claims¶
- After critical reading instruction, the experimental group preferred reviewing over summarizing an ironical text while the control group did not — related
- The experimental and control groups were homogeneous in teaching methods achievement at the start of the experiment — a broader claim this one bears on
- The three groups were equivalent in self-regulated and self-directed learning scores before treatment — a broader claim this one bears on
- Before the intervention, the control and experimental groups were statistically equivalent in geometric thinking — a broader claim this one bears on
- Both groups began the study with a positive attitude toward reading and maintained it, with no group difference — related
- Working in a team changed significantly in the experimental groups, with learners who worked only individually within the team dropping sharply — related
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