The three study groups differed significantly in prior knowledge of electrochemical cells before instruction, with the CLMG group starting highest¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly
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? Pre-EcAT mean scores differed significantly among the three groups, with CLMG significantly higher than CLG and CG, which did not differ from each other. → Ataman Karaçöp 2016
Evidence¶
Ataman Karaçöp 2016¶
Ataman Karaçöp. (2016). Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students' Understanding of Electrochemical Cells. International Education Studies, 9(11). https://doi.org/10.5539/ies.v9n11p104
q2 · i? · causal · r1
One-way ANOVA on pre-EcAT scores in the 70-student study showed a significant between-group difference, "F(2.67) = 12.134". LSD comparisons showed CLMG's mean pretest significantly exceeded CLG and CG, while CLG and CG did not differ.
"When ANOVA results in Table 2 are examined, it was seen that there was a significant difference between mean scores of pre EcAT of the study groups (F(2.67) = 12.134; p <.05)."
Discussion¶
Related Claims¶
- Teaching electrochemical cells via STAD cooperative learning combined with models raises undergraduate achievement more than STAD alone or traditional teaching — related
- Students in all three instructional groups hold the misconception that no ions pass through the salt bridge to maintain load balance in a working electrochemical cell — related
- STAD cooperative learning alone and traditional teaching have approximately equal effects on undergraduate achievement in electrochemical cells — related
- Misconceptions about matter collecting or deficit on electrode parts are less frequent in the STAD-with-models group than in the other groups — related
- The three groups did not differ in prior achievement before the Force and Motion intervention — related
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