No significant difference between the experimental group's post-test and its 21-day retention test scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's retention test mean (21.56) did not differ significantly from its post-test mean (19.8); equivalence was not tested. → Coşkun and Eker 2018

Evidence¶

Coşkun and Eker 2018¶

İsmail Coşkun, Cevat Eker. (2018). The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning. Universal Journal of Educational Research 6(4): 585-597. https://doi.org/10.13189/ujer.2018.060402

q2 · i? · causal · r2

Paired t test comparing the experimental group's post-test (mean 19.8, SS = 4.71) with its retention test (mean 21.56, SS = 4.67), n = 30. Table 9 prints t = 1.35, p = 0.18, which is not significant at p < 0.05, although the article's prose calls the difference significant.

"The difference between retention test scores and academic achievement post -test scores of the experimental group was compared with the t test and it was found there was a signif icant difference with the value obtained (t=1.35) and [p<0.05]."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Students taught with activity-based posters scored significantly higher on a retention test 21 days after the post-test than the control group — related
• No significant difference between the control group's post-test and its 21-day retention test scores — related
• No significant differences between conditions on the retention test, and scores of the Visual and Timeline conditions decreased significantly from post-test to retention — related
• Delayed-posttest retention scores did not significantly differ by digital storytelling, though experimental-group means were higher — related