The increase in self-directed learning depends on treatment group, with a greater rate of increase for the PoBL group (group × measurement interaction)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 There is a significant interaction between the three sequencing measurements and groups, F(2,152)=27.42, η² = .265, with the rate of increase greater for the PoBL group than the CT group. → Bagheri 2013

Evidence¶

Bagheri 2013¶

Bagheri, M., Wan Ali, W. Z., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students. Contemporary Educational Technology, 4(1), 15-29. https://eric.ed.gov/?id=EJ1105523

q3 · i3 · causal · r2

Omnibus group × measurement interaction from the repeated-measures ANOVA in the randomized study: "significant interaction between the three sequencing measurements and groups", F(2,152)=27.42, p<.000, η² = .265. Figure 1 plots the estimated marginal means showing the PoBL group's steeper gain.

"Table 2 also illustrates significant interaction between the three sequencing measurements and groups; F(2, 152)=27.42, p<.000, η 2 =.265."

Bagheri 2013 (2)¶

Bagheri, M., Wan Ali, W. Z., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students. Contemporary Educational Technology, 4(1), 15-29. https://eric.ed.gov/?id=EJ1105523

q3 · i? · causal · r2

Authors' interpretation of the interaction plotted in Figure 1: both groups increased across measurements, but "the rate of the increase is greater for the PoBL group from pre-test to post-test two than for the CT strategy group". Descriptive means: PoBL rose from 149.6 to 169.2; CT from 151.6 to 153.4. No effect size is printed for this contrast.

"Although there is generally an increase i n the overall self -directed learning across the three sequencing measurements for two groups, the rate of the increase is greater for the PoBL group from pre-test to post-test two than for the CT strategy group."

Discussion¶

Related Claims¶

• Pairwise comparisons show significant self-directed learning gains from pre-test to both post-tests, but no significant change between post-test one and post-test two — related
• Educational technology students taught with project-based learning show significantly higher self-directed learning than students taught with conventional teaching — related
• Self-directed learning scores increase significantly across the three measurements over the semester — related