The experimental and control groups were statistically equal in achievement on the structure and properties of matter at pretest¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q3 i? Pre-SPMAT scores showed no significant mean difference between the experimental and control groups. → Kızkapan 2017

Evidence¶

Kızkapan 2017¶

Kızkapan, O. & Bektaş, O. (2017). The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement. International Journal of Instruction, 10(1), 37-54. http://www.e-iji.net/dosyalar/iji_2017_1_3.pdf

q3 · i? · causal · r1

Independent samples t-test on pre-SPMAT scores of the 38 students (18 experimental, 20 control); Levene's test was not significant, variances were accepted as equal, and pre-test scores were therefore not used as a covariate.

"There was no significant mean difference (t (36) =1.13, p>.05) between the experimental and control groups in terms of the pre-test scores of "structure and properties of matter" (SPM)."

Discussion¶

Related Claims¶

• PBL produced no statistically significant post-test achievement difference compared with traditional instruction on the structure and properties of matter in seventh grade — related
• Before treatment, the Logo and control groups showed no statistically significant difference in achievement on two-dimensional shapes — related
• The experimental and control groups did not differ significantly on the pre test — a broader claim this one bears on
• Experimental and control groups did not differ significantly in pre-test science achievement before the intervention — related