Knowledge gained through performing-arts teaching persisted: permanence-test scores four weeks later showed no significant drop from posttest and remained higher than the control group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the experimental group there was no statistically significant difference between posttest and permanence-test scores, indicating retained knowledge. → Kenan BAŞ 2019 q3 i? Permanence-test mean scores differed statistically between experimental and control groups in favor of the experimental group. → Kenan BAŞ 2019 (2)

Evidence¶

Kenan BAŞ 2019¶

Kenan BAŞ, Esen DURMUŞ. (2019). Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge. International Journal of Education & Literacy Studies 7(2). https://doi.org/10.7575/aiac.ijels.v.7n.2p.107

q3 · i? · causal · r2

Permanence test administered to the experimental group (n = 125) four weeks after the posttest; mean was 74.74 versus posttest 74.22, with no statistically significant difference reported. No effect size is printed for this within-group comparison.

"In the experimental group, the students’ level of knowledge was checked again by the permanence test performed four weeks after the last test. When we look at the permanence test results, it was seen that there was no statistically significant difference according to the post-test."

Kenan BAŞ 2019 (2)¶

Kenan BAŞ, Esen DURMUŞ. (2019). Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge. International Journal of Education & Literacy Studies 7(2). https://doi.org/10.7575/aiac.ijels.v.7n.2p.107

q3 · i? · causal · r2

Between-group comparison of permanence-test means (experimental 74.74, control 60.96) reported as statistically different in favor of the experimental group; only a p-threshold significance statement is printed, with no effect size for this contrast.

"when the results of permanence test applied to the students 4 weeks after the end of the applications were examined, it was seen that the mean scores of the students in the experimental group and control group were statistically different in favor of the experimental group"

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Learning from interactive whiteboard lessons supported by visual materials persisted, with only a small significant decline four weeks after the post-test — related
• Teaching 6th-grade social studies through performing arts produces significantly higher academic achievement than current-syllabus teaching — related
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay — related
• The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related