Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention¶

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

Subclaims¶

q2 i? The pretested experimental group E2 gained 17.0338 attitude points against 3.4861 for pretested control C1, and the unpretested groups' post-test margin was comparable to the pretested groups', which the authors read as pretesting having no effect. → M. J. Wangila 2015

Evidence¶

M. J. Wangila 2015¶

M. J. Wangila, W. Martin, M. Ronald. (2015). Effect of Programmed Instruction on Students' Attitude Towards Structure of the Atom and the Periodic Table among Kenyan Secondary Schools. Science Education International, Vol. 25, Issue 4, 488-500. https://eric.ed.gov/?id=EJ1086551

q2 · i? · causal · r2

Descriptive analysis (means, standard deviations, mean gains) of SADQ scores in Table 4 for the four groups. The article also reports the E2-C1 post-test margin grew six fold to 16.3225 marks and that the unpretested E1-C2 margin of 15.5707 was comparable, implying pretesting had no effect. These are descriptive statistics with no test reported.

"The Table further reveals that while the mean gain of the entire sample was 11.0053, the mean gains of the pretested groups E2 and C1 were 17.0338 and 3.4861 respectively, which shows that the experimental group had a greater attitude change than the control group."

Discussion¶

Related Claims¶

• Students taught with the e-learning module showed a significantly larger gain in attitudes from pre-test to post-test than students taught by the conventional method — related
• The only significant pairwise post-test difference in attitudes was between two e-learning-taught groups differing only in pre-test exposure, favouring the pre-tested group — reports the opposite
• Students taught Structure of the Atom and the Periodic Table with Programmed Instruction obtained significantly higher attitude mean scores than control groups taught conventionally — related
• ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups — related
• Before intervention, attitude scores of the pretested experimental and control groups were statistically the same — related
• The experimental group's pretest-to-post-test attitude gain was significantly larger than the control group's, but the behavior dimension showed no significant difference — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — related
• Both groups improved in achievement from pretest to post-test, but only the experimental group showed significant attitude gains — related