Disadvantaged 60-72-month-old children who participated in a play-supported readiness program scored significantly higher than control-group children on most MPERS sub-scales at posttest¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest MPERS Mathematics, Science, Sound, Drawing and Application total scores differed significantly between experiment and control groups in favor of the experiment group. → Polat and Sönmez 2015 q2 i? Posttest MPERS Development Form Cognitive-Language, Socio-Emotional, Physical, Self-Care and total scores differed significantly in favor of the experiment group. → Polat and Sönmez 2015 (2)

Evidence¶

Polat and Sönmez 2015¶

Özgül Polat, Ayşegül Sönmez. (2015). The Effect of Play Supported Program on the School Readiness of 60-72 Month-Old Disadvantaged Children. TOJET: The Turkish Online Journal of Educational Technology, 14(3). https://eric.ed.gov/?id=EJ1067712

q2 · i? · causal · r1

Posttest between-group Mann-Whitney U comparisons of MPERS Application Form scores in the pretest-posttest control group study of 40 children at Göztepe Semiha Şakir Children's Home. All listed Application Form contrasts were "significant difference" results favoring the experiment group; no effect sizes are printed.

"A significant difference was found between MPERS Mathematic (U=1,500 – p<0,05), Science (U=26,000 – p<0,05), Sound (U=3,000 – p<0,05), Drawing (U=99,500 – p<0,05) sub-scale scores and Application total scores (U=2,000 – p<0,05) of children in experiment and control groups."

Polat and Sönmez 2015 (2)¶

Özgül Polat, Ayşegül Sönmez. (2015). The Effect of Play Supported Program on the School Readiness of 60-72 Month-Old Disadvantaged Children. TOJET: The Turkish Online Journal of Educational Technology, 14(3). https://eric.ed.gov/?id=EJ1067712

q2 · i? · causal · r2

Posttest between-group Mann-Whitney U comparisons of MPERS Development Form sub-scales, filled out by teachers, in the same 40-child pretest-posttest control group study. The article reports "This difference was found to be in favor of posttest scores of experiment group."

"Statistically significant differences were also found between MPERS Development Form Cognitive-Language Development (U=,000 – p<0,05), Socio-Emotional Development (U=,000 –p<0,05), Physical Development (U=,000 – p<0,05), Self-Care Skills (U=6,000 – p<0,05) sub-scale scores and Development total scores (U=,000 – p<0,05) of children in experiment and control groups."

Discussion¶

Related Claims¶

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