Within the experimental group, POESPBEE produced significant gains in attitudes and behaviors that were maintained at follow-up, with large within-group effect sizes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The experimental group's ASTE scores rose significantly from pre-test to post-test and follow-up (F(2-66)=51.427; p<.05), with η2=0.61. → Calis 2020 q3 i3 The experimental group's BSTE scores rose significantly from pre-test to post-test and follow-up (F(2-66)=84.402; p<.05), with η2=0.71. → Calis 2020 (2)

Evidence¶

Calis 2020¶

Calis, D. & Yildirim, H.I. (2020). The Effect of Prediction, Observation, Explanation Supported Project-Based Environmental Education on the Levels of Attitude and Behavior Toward the Environment. Educational Policy Analysis and Strategic Research, 15(1), 22-43. https://doi.org/10.29329/epasr.2020.236.2

q3 · i3 · causal · r2

Repeated measures ANOVA on the experimental group's (n=34) ASTE scores across the three measurements during the POESPBEE application. The article reports η2=0.61, greater than 0.14, indicating a large effect, with differences favoring post-test and follow-up over pre-test.

"Table 7 showed that there was a significant difference between the experimental group’s ASTE pre-test, post-test and follow-up test scores (F (2-66)=51.427; p<.05)."

Calis 2020 (2)¶

Calis, D. & Yildirim, H.I. (2020). The Effect of Prediction, Observation, Explanation Supported Project-Based Environmental Education on the Levels of Attitude and Behavior Toward the Environment. Educational Policy Analysis and Strategic Research, 15(1), 22-43. https://doi.org/10.29329/epasr.2020.236.2

q3 · i3 · causal · r2

Repeated measures ANOVA on the experimental group's (n=34) BSTE scores across the three measurements during the POESPBEE application. The article reports η2=0.71, higher than 0.14, indicating a significant effect on improvement of behavior toward environment.

"Table 12 showed that there was a significant difference between the experimental group’s BSTE pre-test, post-test and follow-up test scores (F (2-66)=84.402; p<.05)."

Discussion¶

Related Claims¶

• POESPBEE produced significantly higher environmental attitudes than teacher-centered environmental education, with large effect sizes at post-test and follow-up — related
• POESPBEE produced significantly higher environmental behaviors than teacher-centered environmental education, with large effect sizes at post-test and follow-up — related
• Teacher-centered environmental education produced no significant change in students' environmental attitudes or behaviors across pre-test, post-test and follow-up — related
• Within the experimental group, self-efficacy rose significantly from pretest to posttest and follow-up, with no significant drop from posttest to follow-up — related