Experimental and control groups were statistically equivalent in mathematics self-efficacy perceptions before the intervention¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-test scores showed no significant difference between the two groups, and variances were homogeneous. → Sare Şengül 2011

Evidence¶

Sare Şengül 2011¶

Sare Şengül. (2011). Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students. Educational Sciences: Theory & Practice, 11(4), 2305-2313. https://dergipark.org.tr/en/pub/estp

q2 · i? · causal · r2

Independent-group t-test on pre-test scores of both groups: no significant difference, t(92)= -.346, p>.05; Levene's test (F =1.733 p=.191) indicated equal variances, so groups were comparable before application. No effect size is printed.

"Results of the independent group t-test conducted on the mathematics self-efficacy perception scale pre-test scores of the experimental and control groups showed no significant difference at a statistical level of significance of 0.05 in terms of the mathematics self-efficacy perceptions between the two groups [t(92)= -.346, p>.05]."

Discussion¶

Related Claims¶

• Teaching with concept cartoons produced a statistically significant increase in 7th graders' mathematics self-efficacy perceptions within the experimental group — related
• The control group taught by teacher-centred instruction showed no statistically significant change in mathematics self-efficacy perceptions — related
• The experimental and control classes were statistically equivalent before the intervention on prior economics achievement — related
• No significant pre-test difference existed between the two groups' entry listening knowledge — related
• Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
• High and low CT groups showed comparable prior coding knowledge before the AICA intervention — related
• Experimental and control groups were academically equivalent on the organic chemistry achievement test before the treatment — related
• The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related