The experimental group improved significantly from pre-test to post-test while the control group did not¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group pre-test to post-test scores differed significantly in favor of the post-test (p = 0.000). → Özdemir et al. 2015 q2 i? Control group pre-test to post-test scores showed no meaningful difference (p = 0.353). → Özdemir et al. 2015 (2)

Evidence¶

Özdemir et al. 2015¶

Ahmet Şükrü Özdemir, Filiz Yıldız and Sevda Göktepe Yıldız. (2015). The effect of project based learning in “ratio, proportion and percentage” unit on mathematics success and attitude. European Journal of Science and Mathematics Education, Vol. 3, No. 1. https://ojs.uef.fi/ejsme

q2 · i? · causal · r2

Related t-test on the experimental group's achievement scores (pre-test mean 13.75, post-test mean 16.47, N = 36). The article reports a positive increase in success for the PBL group.

"According to related the t-test resu lts which was used to compare pre-test and post-test scores of the experimental group students that were shown at Table 1 (p = 0,000 < 0,05) a meaningful difference in favour of post-test scores"

Özdemir et al. 2015 (2)¶

Ahmet Şükrü Özdemir, Filiz Yıldız and Sevda Göktepe Yıldız. (2015). The effect of project based learning in “ratio, proportion and percentage” unit on mathematics success and attitude. European Journal of Science and Mathematics Education, Vol. 3, No. 1. https://ojs.uef.fi/ejsme

q2 · i? · causal · r2

Related t-test on the control group's achievement scores taught with traditional methods (pre-test 13.56, post-test 14.15). No statistically significant difference was detected; equivalence was not tested.

"According to related the t-test resu lts which was used to compare pre-test and post-test scores of the control group students (Pre-test: 13.56, Post-test: 14.15, p = 0,353 > 0,05) it can be seen that there is not a meaningful difference"

Discussion¶

Related Claims¶

• Both CLIL and L1 groups improved significantly in science content knowledge within each experiment — reports the opposite
• Project based learning produced higher post-test achievement than traditional teaching in the ratio, proportion and percentage unit — related
• Volleyball knowledge scores improved significantly in the mind map group while the conventional-method control group showed no significant pretest-posttest difference — related
• The experimental group taught with authentic materials (songs) improved significantly from pre-test to post-test in listening comprehension — related
• Journal writing was associated with a significant positive change in experimental students' attitudes toward science, while control students' attitudes did not change — related