Both groups improved from pre-test to post-test on both topic tests, with the experimental group's Test 2 post-test mean exceeding the control group's¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · 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? Post-test mean marks improved over pre-test means for both groups on Test 1 and Test 2; in Test 2 the experimental group's post-test mean (26.0±2.0 of 44) exceeded the control group's (24.0±3.1). → Eldy 2019
Evidence¶
Eldy 2019¶
Eldy, E.F., Chang, J.H.W., Butai, S.N., Basri, N.F., Awang. H., Din, W.A., & Arshad, S.E. (2019). Inverted classroom improves pre-university students understanding on basic topic of physics: The preliminary study. Journal of Technology and Science Education, 9(3), 420-427. https://doi.org/10.3926/jotse.599
q2 · i? · causal · r1
Descriptive box-plot and mean comparison (Figure 3) of pre- and post-test marks for control and experimental groups on both tests; these are descriptive means with no test statistic attached in this sentence.
"Slightly better improvement is observed in Test 2 where control group scored a mean of 16.6±7.3 marks in pre-test and 24.0±3.1 marks in post-test; experimental group scored a mean of 16.1±6.6 in pre-test and 26.0±2.0 in post-test."
Discussion¶
Related Claims¶
- The authors recommend extending the inverted classroom to larger samples, longer implementation periods and other basic or difficult physics topics — related
- No significant difference between inverted and traditional classrooms on the Force, Momentum & Impulse topic (Test 1) in pre-university physics — related
- The experimental group's average achievement enhancement (28.14 points) exceeded the control group's (19.27 points) despite a lower pre-test mean — related
- Both groups improved significantly from pretest to posttest, and the experimental group's posttest scores significantly exceeded the control group's — possibly the same claim (merge candidate)
- Students taught with intensive practical activities gained far more from pre-test to post-test (mean gain 26.0) than conventionally taught students (mean gain 2.8) — related
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