Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · 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 ANCOVA on post-test EAS scores with readiness as covariate found no significant group difference. → Elif Ozata Yucel 2015
Evidence¶
Elif Ozata Yucel 2015¶
Elif Ozata Yucel, Muhlis Ozkan. (2015). Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2579
q2 · i? · causal · r2
ANCOVA on post-test EAS with RT as covariate in the same quasi-experimental study. The analysis found "No significant difference was found between the scores achieved by the experimental group students and the control group students for the post-test EAS (F(1-158) = .12; p = .73 > .05)"; equivalence was not tested.
"No significant difference was found between the scores achieved by the experimental group students and the control group students for the post-test EAS (F(1-158) = .12; p = .73 > .05)."
Discussion¶
Related Claims¶
- The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — related
- The experimental group's pretest-to-post-test attitude gain was significantly larger than the control group's, but the behavior dimension showed no significant difference — reports the opposite
- ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups — related
- ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — related
- Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related
- The instructional design's effectiveness did not depend on whether the researcher or the classroom science teacher implemented it — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.