Intervention and control groups did not differ significantly in attitudes towards statistics at pre-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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.
q2 i? Pre-test Rasch scores of the two groups were very close (.51 vs .55) and an independent t-test showed no significant difference. → Koparan 2014
Evidence¶
Koparan 2014¶
Koparan, T., & Güven, B. (2014). The Effect on the 8th Grade Students' Attitude towards Statistics of Project Based Learning. European Journal of Educational Research, 3(2), 73-85. https://eric.ed.gov/?id=EJ1086040
q2 · i? · causal · r1
Independent two-sample t-test on pre-test Rasch scores of 35 intervention and 35 control students. The article reports "t(68) = -.336, p > .05" with pre-test means of .51 and .55 logits, establishing baseline equivalence.
"The result of the intervention and control groups compared to pretest prior to the application by the t test results, there is no difference between ATS of groups t(68) = -.336, p > .05."
Discussion¶
Related Claims¶
- Both mobile learning and control groups held high attitudes toward mobile learning with no significant pre-post differences — related
- Project-based learning significantly increased 8th grade students' attitudes towards statistics from pre-test to post-test — related
- Traditional textbook-based statistics instruction produced no significant change in students' attitudes towards statistics — related
- ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — related
- Excel-based statistics instruction improved pre-service teachers' attitudes towards statistics more than theoretical instruction on all six SATS-36 factors — related
- Control and experiment groups did not differ significantly in attitudes towards statistics before instruction — possibly the same claim (merge candidate)
- The music and non-music groups did not differ significantly on the mathematics achievement pretest — related
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