At pre-test the control group scored significantly higher on the achievement test, while EI and environmental attitudes were comparable across groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q2 i? Pre-test AAT differed significantly in favor of the control group; EIS and EAS pre-test differences were not significant. → Ercan 2017

Evidence¶

Ercan 2017¶

Ercan, O., Ural, E., & Köse, S. (2017). The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes Towards Environment and Emotional Intelligence. Science Education International, 28(1), 78-94. https://eric.ed.gov/?id=EJ1143753

q2 · i? · causal · r2

Independent samples t-tests on pre-test scores of the 60 experimental and 60 control students. The AAT difference favored the control group; EIS and EAS pre-tests showed no statistically significant differences, so groups were described as similar on EI and attitudes.

"there is a statistically significant difference between the AAT scores of the groups [t(118)=2.621; p=0.010<0.05] in favor of the control group, but there is not a statistically significant difference between EIS scores [t(118)=0.697; p=0.487>0.05] and EAS scores [t(118)=1.949; p=0.054>0.05]"

Discussion¶

Related Claims¶

• Within the experimental group, AAT, EIS and EAS scores rose significantly from pre-test to post-test — related
• Web-assisted instruction with emotional intelligence content produced higher post-test academic achievement, environmental attitudes and emotional intelligence than traditional lecture in 8th-grade energy-saving instruction — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — related