The attitude advantage of out-of-school learning environments persists three months after the intervention ends¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 On the monitoring test administered three months after the posttest, the experimental group's attitude scores remained significantly higher than the control group's, with a large printed effect size. → Yildirim 2018

Evidence¶

Yildirim 2018¶

Halil Ibrahim Yildirim. (2018). The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course. Journal of Education and Training Studies, 6(12). https://doi.org/10.11114/jets.v6i12.3624

q2 · i3 · causal · r2

Monitoring test comparison three months after implementation in the same quasi-experimental study; independent samples t-test gave t(58)=-4.73, p<.05 in favor of the experimental group; "The calculated effect size is η2=0.28".

"the monitoring test average was for the experimental group students (x̄ =3.83) and it was higher than the average of the control group students (x̄ =3.22) at the end of the research process. The calculated effect size is η2=0.28."

Discussion¶

Related Claims¶

• Including out-of-school learning environments in 6th-grade science instruction produces significantly higher attitudes toward the science course than curriculum-only instruction at posttest — related
• Within the experimental group, attitudes rose significantly from pretest to posttest and monitoring test, and the gain held between posttest and monitoring test — related
• The self-efficacy advantage of TPACK-based applications persists three months after the course ends — related