Peer education and traditional teaching both improved attitudes toward physical education, with no significant difference between the two groups.¶

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? Both experimental (peer education) and control (traditional) groups showed significant pre-to-post attitude gains, but group membership produced no significant difference. → Karadağ et al. 2018

Evidence¶

Karadağ et al. 2018¶

Mustafa Karadağ, Resul Ağirtaş, Atilla Pulur. (2018). Effects of Peer Education on Attitudes of Secondary School Students Towards the Course of Physical Education and Sports. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v6i4a.3171

q2 · i? · causal · r1

A quasi-experimental study of 120 7th-grade students in two Turkish secondary schools compared a peer-education group to a traditional-teaching control over four weeks. The authors report that "being in different groups did not lead to a significant difference in students' attitude scores."

"the education received by the students in the experimental and control groups led to a significant difference in pre - and post-program attitude level in favor of the end -test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores."

Discussion¶

Related Claims¶

• At post-test, the e-learning experimental group significantly outperformed the control group in attitude toward physics — related
• ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies — related
• Standard IX students taught with an interactive multimedia learning package show significantly higher post-test attitude towards mathematics than students taught by the traditional method — related
• Both groups showed statistically significant improvements in attitudes toward mathematics from pre-test to post-test — related