Both traditional teaching and the OCRA approach significantly improved pre-test to post-test achievement, with a larger gain in the OCRA group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group improved significantly from pre-test (27.86) to post-test (62.24), a total increase of 34.38 marks. → Shariman and Talib 2017 q2 i? The control group also improved significantly from pre-test (22.62) to post-test (40.86), a total increase of 18.24 marks, though the article calls the achievement not outstanding. → Shariman and Talib 2017 (2)

Evidence¶

Shariman and Talib 2017¶

Tenku Putri Norishah Tenku Shariman and Othman Talib. (2017). OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). https://www.worldcat.org/isbn/978-989-8533-68-5

q2 · i? · causal · r1

Within-group t-test for the 46-student experimental group taught with the OCRA prototype; pre-test mean 27.86 (SD 7.00), post-test mean 62.24 (SD 12.22), t value 15.83, reported significant at p< .05.

"Table 2 demonstrates there is a significant difference (p< .05) between the scores of the pre-test and post-test for the experimental group which is a total increase of 34.38 marks."

Shariman and Talib 2017 (2)¶

Tenku Putri Norishah Tenku Shariman and Othman Talib. (2017). OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). https://www.worldcat.org/isbn/978-989-8533-68-5

q2 · i? · causal · r1

Within-group t-test for the 46-student control group taught with traditional methods; pre-test mean 22.62 (SD 7.79), post-test mean 40.86 (SD 10.90), t value -9.77, reported significant at p<.05.

"Table 1 demonstrates there is a significant difference (p<.05) between the scores of the pre-test and post-test for the control group which is a total increase of 18.24 marks."

Discussion¶

Related Claims¶

• Students learning organic chemistry with the OCRA mobile prototype scored significantly higher on the post-test than students taught by traditional methods — related
• The control and experimental groups did not differ significantly on the pre-test — related
• Both groups improved significantly from pre-test to post-test, but the blended learning group's average gain (16.11) was roughly twice the control group's gain (9.62) — related
• Both groups improved from pre-test to post-test on both topic tests, with the experimental group's Test 2 post-test mean exceeding the control group's — related
• Both groups improved from pre-test to post-test, but the experiment group's within-group gains in mastery goal and achievement were larger than the control group's — related
• Students reported positive perceptions of OCRA's suitability for teaching and learning, with an overall mean of 4.44 — related