The omnibus multivariate tests detected significant differences among the three groups at both post-test and postponed test¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · 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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Willis' lambda analyses indicated significant multivariate differences between the three groups on both the post-test (lambda=0.91; f=2.27) and the postponed test (lambda=0.91; f=2.32). → Al-Balushi 2018
Evidence¶
Al-Balushi 2018¶
Al-Balushi, K. A., & Al-Balushi, S. M. (2018). Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science. International Journal of Instruction, 11(3), 525-538. https://doi.org/10.12973/iji.2018.11336a
q2 · i? · causal · r2
Omnibus MANCOVA (Willis' lambda) on the postponed administration of the science achievement test across the mental, technological and control groups; the post-test omnibus was also significant (lambda=0.91; f=2.27).
"Willis’ lambda analysis for the postponed test detected statistically significant differences (la mbda=0.91; f=2.32)."
Discussion¶
Related Claims¶
- The mental group outperformed the technology group in reasoning on the postponed test, with no other significant postponed differences — related
- Brain-based learning without technology produced longer-lasting retention: the mental group outperformed the control group on the postponed test — related
- The short-lived advantage of technology-delivered instruction may reflect a novelty effect, though further research is needed — related
- Visualization format has a large multivariate and univariate effect on identifying motions and spatial arrangements — related
- Multivariate analysis confirmed a significant overall group effect, and all outcome variables correlated positively in both groups — related
- The multivariate omnibus test shows significant cognitive profile differences across the four reader groups — related
- No significant instructional-group effects were detected at the six-month follow-up assessment — related
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