Online and in-class students do not statistically significantly differ in academic achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Paired-sample t-tests showed non-significant pre-to-post gains in both the online and the in-class group, and the ANOVA form main effect was not significant. → Cimermanová 2018

Evidence¶

Cimermanová 2018¶

Cimermanová, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction, 11(3), 219-232. https://doi.org/10.12973/iji.2018.11316a

q2 · i? · causal · r1

Paired-sample t-tests run separately for the online (df 26, p=.242) and in-class (df 54, p=.519) groups; the article states "an increase (not statistically significant)" in both. Descriptive means are quoted; no effect size is printed.

"The avera ge score of the pre -test in the online group was 76,70 and 81,11 in the post test, what means 4,41 increase in the post -test. In the in -class group we recorded slightly lower increase in the post -test (1,36) with the mean score 79,42 in the pre-test and 80,78 in the post-test."

Discussion¶

Related Claims¶

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