At the end of the programme, the trained experimental group differed significantly from the control group in argumentation competence¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test Mann–Whitney U comparisons ratified that results obtained at the end of the training programme differed significantly between the experimental and control groups. → Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018

Evidence¶

Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018¶

Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López. (2018). Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme. https://doi.org/10.1007/s11251-018-9446-4

q2 · i? · causal · r1

Mann–Whitney U comparison of the post-test rubric scores of the 57 E-PESTs and 41 C-PESTs; the article states this test ratified that results differ ed significantly in the experimental and control groups. Only significance is stated in this quote; no effect size sentence appears in the provided text for this comparison.

"The Mann–Whitney U test was also condu cted in the final stage to ratify that the results obtained at the end of the training programme differ ed significantly in the experimental and control groups."

Discussion¶

Related Claims¶

• Before the training, experimental and control PESTs were largely equivalent in argumentative competence, except justifications in the tree growth activity where the control group scored lower — related
• Preservice elementary science teachers who completed the argumentation training programme made significant pre-to-post gains across the three argument elements and overall argumentative performance — related
• Six months after training, the experimental group showed a slight improvement over the control group in transferring argumentation to teaching practice, especially in mentioning argumentation in practice portfolios — related