Before intervention, attitude scores of the pretested experimental and control groups were statistically the same¶

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 pre-test attitude mean scores of pretested groups E2 and C1 did not differ significantly, establishing that the groups were comparable before the intervention. → 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 pre-test SADQ scores of the 146 students in pretested groups E2 and C1, who had all hitherto been taught with conventional approaches only. The article reports a statistically non-significant difference; equivalence beyond the non-significant test was not tested.

"The results were as reported in Table 5, which indicates that in the pre-test, there was a statistically non -significant difference in the attitude mean scores of the two groups [F (1, 144) = 0.664, p = 0.417 at α = 0.05]."

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 — related
• The null hypothesis of no attitude difference between PI-taught and conventionally taught students was rejected — related
• Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related