Students taught Structure of the Atom and the Periodic Table with Programmed Instruction obtained significantly higher attitude mean scores than control groups taught conventionally¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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? In the post-test, attitude mean scores differed significantly across the four groups, with the PI experimental groups (E1 and E2) scoring higher than the conventional control groups (C1 and C2). → 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
One-way ANOVA on post-test SADQ attitude scores of all 300 students in the four Solomon four-group conditions (E1, E2, C1, C2), computed from the descriptive means and standard deviations in Table 4. The article reports "a statistically significant difference in attitude mean scor es between the four groups". No effect size is printed.
"The results further indicate that in the post -test, there was a statistically significant difference in attitude mean scor es between the four groups [F (3, 296) = 15.661, p < 0.001 at α = 0.05]."
Discussion¶
Related Claims¶
- Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related
- The null hypothesis of no attitude difference between PI-taught and conventionally taught students was rejected — possibly the same claim (merge candidate)
- Before intervention, attitude scores of the pretested experimental and control groups were statistically the same — related
- The conventionally taught pre-tested group and the e-learning-taught unpre-tested group did not differ significantly in post-test attitudes — related
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