No significant interaction of treatment and pre-test on participants' achievement in the critical thinking module study¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2010 · 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? The treatment-by-pretest interaction on achievement was not statistically significant. → Abdullah et al. 2010
Evidence¶
Abdullah et al. 2010¶
Abdul Ghani Kanesan Abdullah, Naser Jamil Alzaidiyeen, Ng Mooi Yee. (2010). The Practices of Critical Thinking Component and Its Impact in Malaysian Nurses Health Education. International Education Studies, 3(1). https://journals.ccsenet.org/index.php/ies
q2 · i? · causal · r2
Same ANCOVA analysis of the 84-student quasi-experiment; the article reports "no significant inte raction effect of treatment and contro l" on achievement, with F = 1.418 and p > .05. Equivalence was not otherwise tested.
"However, there was no significant inte raction effect of treatment and contro l, on participants’ achievement (F (`10,83) = 1.418, p >.05)."
Discussion¶
Related Claims¶
- A critical thinking module produced significantly higher post-test achievement in health education than control among Malaysian nursing students — related
- No statistically significant pre-test sensitization interaction with the CBS treatment was found — related
- Solomon four-group pilot found significant pre-post gains from EPIGAME play with no testing effects and no pretest-by-treatment interaction — related
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