Pairwise comparisons show significant self-directed learning gains from pre-test to both post-tests, but no significant change between post-test one and post-test two¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · 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.
q3 i? The difference between pre-test and post-test one and between pre-test and post-test two was significant (p<.000), while the difference between post-test one and post-test two was not significant (p>.60). → Bagheri 2013
Evidence¶
Bagheri 2013¶
Bagheri, M., Wan Ali, W. Z., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students. Contemporary Educational Technology, 4(1), 15-29. https://eric.ed.gov/?id=EJ1105523
q3 · i? · causal · r2
Pairwise Comparison Test (Table 3) following the omnibus ANOVA in the randomized study. Pre-test versus post-test one and pre-test versus post-test two differences were significant (p<.000); post-test one versus post-test two was "not significant (p>.60)". No effect size is printed for these contrasts.
"Based on Table 3, it was observed that there is a significant difference in the mean of self -directed learning between the pre-test and the post-test one, p< .000. Furthermore, in terms of self-directed learning the difference between p re-test and post-test two was also significant ( p<.000). Meanwhile, the results showed that the mean of self -directed learning between post-test one and post-test two was not significant (p>.60)."
Discussion¶
Related Claims¶
- The increase in self-directed learning depends on treatment group, with a greater rate of increase for the PoBL group (group × measurement interaction) — related
- Using the ePSRL Management System increases postgraduate online students' perceived awareness, understanding and application of self-regulated learning — related
- Procedural knowledge gained during video training declines significantly from practice to the post-tests — related
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