The pre-test covariate had no statistically significant effect on post-test concept acquisition¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA showed no statistically significant differences at the 0.05 level for the pre-test variable (F = 0.331, significance 0.567). → Hamadneh 2017

Evidence¶

Hamadneh 2017¶

Dr. Qaseem Mohammad Salim Hamadneh. (2017). The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts Among the Fourth Graders of Bani Kinana Directorate of Education. Journal of Education and Practice, Vol.8, No.5. https://eric.ed.gov/?id=EJ1133045

q2 · i? · causal · r1

In the same ANCOVA of the 70-student semi-experimental study, the pre-test entered as a companion variable was non-significant; the printed effect size (Eta) was 0.005 with F = 0.331 and significance 0.567.

"there were no statistically significant differences at the level of (0.05) for the pre-test where the value of (F) w as (0.331) by a statistical significance of (0.567)"

Discussion¶

Related Claims¶

• Fourth graders taught science with the Jigsaw strategy acquired more scientific concepts than peers taught the traditional way — related
• Pretest scores significantly predicted posttest scores, supporting the pretest as an ANCOVA covariate in this study — reports the opposite
• First graders taught science with educational games achieved higher scientific concepts acquisition than those taught by traditional method — related
• Intermediate first-grade students taught Arabic grammar with a computerized program achieved significantly higher adjusted scores than students taught the usual way — related