No significant achievement difference was found between laboratory-only and analogy-based simulation-only environments¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Corrected EPT post-test scores did not differ significantly between the laboratory group and the analogy-based simulation group. → Zeynep Koyunlu Ünlü & İbilge Dökme 2011

Evidence¶

Zeynep Koyunlu Ünlü & İbilge Dökme 2011¶

Zeynep Koyunlu Ünlü & İbilge Dökme. (2011). The effect of combining analogy-based simulation and laboratory activities on Turkish elementary school students' understanding of simple electric circuits. TOJET: The Turkish Online Journal of Educational Technology, 10(4). https://dergipark.org.tr/en/pub/tojet

q2 · i? · causal · r2

Bonferroni post-hoc comparison in the quasi-experiment found no significant difference between control group II (corrected mean 13.444) and control group I (corrected mean 13.398); equivalence was not tested beyond this non-significant contrast.

"No significant difference was found between the EPT post-test mean scores of the control group II in which the analogy-based simulation was applied and control group I in which the experiment method was applied."

Discussion¶

Related Claims¶

• All three learning environments produced statistically significant pre-test to post-test achievement gains in simple electricity — related
• Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related