Students learning organic chemistry with the OCRA mobile prototype scored significantly higher on the post-test than students taught by traditional methods¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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 experimental group's post-test minimum score was significantly higher (p < .05) than the control group's. → Shariman and Talib 2017
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
Quasi-experiment with 46 students per group in a Malaysian Science Foundation Introduction to Chemistry course; t-test on post-test achievement between groups. The experimental group mean was 62.24 versus 40.86 for the control group, and the article reports the difference as "significantly higher (p < .05)".
"Table 4 shows the minimum score for the experimental group is significantly higher (p < .05) compared to the control group."
Discussion¶
Related Claims¶
- Both traditional teaching and the OCRA approach significantly improved pre-test to post-test achievement, with a larger gain in the OCRA group — related
- Students reported positive perceptions of OCRA's suitability for teaching and learning, with an overall mean of 4.44 — related
- Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — a broader claim this one bears on
- The control and experimental groups did not differ significantly on the pre-test — related
- Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods — related
- Activity-based teaching produced significantly higher post-test achievement than traditional lecture instruction in a higher-secondary education course — related
- Post-test scores were significantly higher for the combined-method group than the lecture-only group — related
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