Claims

Post-test mathematics self-efficacy scores differed significantly between the experimental and control groups, in favour of the concept-cartoon group

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The independent-samples post-test comparison between the experimental and control groups favoured the experimental group. → Sare Şengül 2011

Evidence

Sare Şengül 2011

Sare Şengül. (2011). Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students. Educational Sciences: Theory & Practice, 11(4), 2305-2313. https://dergipark.org.tr/en/pub/estp

q2 · i? · causal · r2

Independent-group t-test comparing post-test scores of the experimental (n=46) and control (n=48) groups; significant difference, t(92)= 3.67, p<.05, "in favour of the experimental group". No effect size is printed.

"Results of the independent group t-test conducted on the mathematics self-efficacy perception scale post-test scores of the experimental and control groups showed a significant difference at a statistical level of significance of 0.05 in terms of the mathematics self-efficacy perceptions between the two groups [t(92)= 3.67, p<.05 ]."

Discussion

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