PBL produced no statistically significant post-test achievement difference compared with traditional instruction on the structure and properties of matter in seventh grade¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Seventh graders taught with PBL did not score significantly differently from traditionally taught peers on the SPMAT post-test. → 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

Quasi-experimental pretest-posttest control group study; 38 seventh graders (18 experimental, 20 control) taught for four weeks. Independent samples t-test on post-SPMAT scores found "no significant difference" between groups (p = .270); equivalence was not tested.

"When this value (.270) was considered, there was no significant difference between the achievement post-scores of experimental and control groups. Hence, Null hypothesis was accepted."

Discussion¶

Related Claims¶

• The experimental and control groups were statistically equal in achievement on the structure and properties of matter at pretest — related
• 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 — related
• An educational programme based on independent activities produced significantly higher post-test grades in pedagogical subjects than classic methods for 11th-grade pedagogical-profile students — related