Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods¶

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? The experimental group's post-test mean (9.45) was significantly higher than the control group's (4.92) on the Newton's Laws Concept Achievement Test. → Baran 2018

Evidence¶

Baran 2018¶

Baran, M., Maskan, A., & Yaşar, Ş. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221-234. https://doi.org/10.12973/iji.2018.11215a

q2 · i? · causal · r1

Quasi-experimental comparison of 21 experimental and 13 control students after a 5-week intervention. Mann-Whitney U analysis of posttest point averages gave Z = -4.120, p = .000, with means of 9.4500 versus 4.9231; the authors conclude "the new method applied here is more effective than the current teaching method."

"At the end of the study, the students in the experimental group were found to be more successful than the students in the control group (p <.05) when the final test success point average of the experimental and control groups was compared."

Discussion¶

Related Claims¶

• Learning physics with the interactive Motion and Vector Analysis software produced higher conceptual understanding than traditional instruction in a quasi-experiment with XI-grade students — related
• Experimental-group students scored significantly higher than control students on the open-ended physics questionnaire — related
• Both experimental and control students showed significant pre-to-post gains on the Newton's Laws achievement test — a narrower finding that bears on this claim
• Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons — related
• Introductory physics students taught with Just-in-Time Teaching showed larger overall Force Concept Inventory gains (37.6%±2.0%) than students in traditional lecture courses (17.9%±2.5%) — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — a broader claim this one bears on
• Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
• Ninth graders taught pre-vocational education with practical presentations achieved higher post-test scores than peers taught by lecturing — related