53% of experimental students considered themselves sufficient at describing terms, most often citing ability of expressing¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 53.0% (f: 17) of experimental students considered themselves sufficient during the game; among sufficient students the most cited reason was ability of expressing (22.9%), while insufficient students cited inability to associate (17.1%) and lack of self-confidence (14.3%). → Akkuzu 2016

Evidence¶

Akkuzu 2016¶

Akkuzu, N. & Uyulgan, M.A. (2016). How to Improve Students' Comprehension concerning the Major Terms of Functional Groups?--In the Experiment of OrCheTaboo Game. International Journal of Higher Education, 5(2). https://doi.org/10.5430/ijhe.v5n2p196

q2 · i? · causal · r2

Interview question on perceived sufficiency, analyzed in categories (Table 9). The article states the game is effective on students' developing their chemistry language, since expressing ability was the leading reason given by students who felt sufficient.

"When the answers were given to the question “Do you consider yourself sufficient during the game OrCheTaboo while describing the term?” by the experimental group students, we found out that 53.0% (f: 17) of them consider themselves sufficient"

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Playing OrCheTaboo after laboratory experiments produced significantly higher functional-group term test scores than laboratory experiments alone, with a large effect — related
• Students' main difficulties during OrCheTaboo were associating concepts and giving scientific descriptions, with lack of knowledge and forbidden terms also cited — related
• 91% of experimental group students said OrCheTaboo helped them learn functional-group concepts — related