The three groups did not differ in drawing skills before treatment, supporting the pretest-posttest comparison¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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? ANCOVA on pretest scores yielded F = 0.02, not significant at 0.05, indicating the three groups were statistically equivalent in drawing skills prior to treatment. → Abass et al. 2014
Evidence¶
Abass et al. 2014¶
Bada Tayo Abass, Bello Isyakka, Ijisakin Yemi Olaolu & Fajuyigbe Michael Olusegun. (2014). Effects of Two and Three-Dimensional Visual Objects on the Acquisition of Drawing Skills among JSS1 Students in Osun State, Nigeria. World Journal of Education, 4(1). https://doi.org/10.5430/wje.v4n1p62
q2 · i? · causal · r2
ANCOVA of pretest VOAT scores for the three groups (n = 40 each): TDVO mean 9.2 (SD 2.2284), TWDVO mean 8.9, control mean 8.6. The article reports "an F-ratio of 0.02", not significant; no effect size is printed.
"When these values were subjected to Analys is of co-variance (ANCOVA) as shown in Table 1.1 an F-ratio of 0.02 was obtained. This value is not significant at 0.05 level. This implies that prior to the treatment programme, the subjects in the three groups were not statistically different in their drawing skills."
Discussion¶
Related Claims¶
- No significant difference was found in drawing-skill acquisition between male and female students taught with two- and three-dimensional visual objects — related
- Experimental and control groups were homogeneous in idiom knowledge before treatment — related
- No significant difference in prior vocabulary knowledge between the SMS and paper groups at pretest — related
- Experimental and control groups were statistically equivalent in ICT knowledge before the intervention — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
- The experimental and control groups did not differ significantly in programming knowledge at pretest — related
- Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
- The music and non-music groups did not differ significantly on the mathematics achievement pretest — related
- The two groups did not differ significantly on the pretest before instruction — related
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