The null hypothesis of no attitude difference between PI-taught and conventionally taught students was rejected¶

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? Based on the significant post-test F-ratio, the study rejected the hypothesis that there is no significant difference in attitude towards SAPT between students taught using programmed instruction and those taught using conventional approaches. → 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

The study's stated null hypothesis was tested at the 0.05 alpha level using the one-way ANOVA on post-test attitude scores; the article reports the null hypothesis was rejected on the basis of both descriptive and inferential statistics. No effect size is printed.

"The study however found a statistically significant f -ratio on the four posttest attitude mean scores, which implies the contrary. The null hypothesis was therefore rejected"

Discussion¶

Related Claims¶

• Students taught Structure of the Atom and the Periodic Table with Programmed Instruction obtained significantly higher attitude mean scores than control groups taught conventionally — possibly the same claim (merge candidate)
• Before intervention, attitude scores of the pretested experimental and control groups were statistically the same — related