Before instruction, the PBL and control groups did not differ significantly in mixtures achievement¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? The pretest showed no significant difference between control and experimental groups, supporting group comparability at baseline. → Üce and Ates 2016
Evidence¶
Üce and Ates 2016¶
Musa Üce, İsmail Ateş. (2016). Problem-based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic. Journal of Education and Training Studies, Vol. 4, No. 12. http://dx.doi.org/10.11114/jets.v4i12.1939
q2 · i? · causal · r1
Independent-samples t-test on pretest MAT scores (control X = 10,46; experimental X = 11,60; each N = 24) found no significant difference (p>0.05). Equivalence was not formally tested; only non-significance is reported.
"Before the application, no significant difference was found between the control and experimental groups. (p>0.05, Table 1)."
Discussion¶
Related Claims¶
- The researcher-built two-stage Mixtures Achievement Test showed high reliability in the pilot and research groups — related
- PBL produced significantly higher mixtures achievement than teacher-centered traditional instruction in 10th-grade chemistry — related
- The experimental and control groups did not differ significantly on the pre test — possibly the same claim (merge candidate)
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
- The experimental and control groups were statistically equal in achievement on the structure and properties of matter at pretest — related
- Experimental and control groups did not differ significantly in pre-test science achievement before the intervention — related
- Experimental and control groups were homogeneous in idiom knowledge before treatment — related
- The two groups did not differ significantly on the pretest before instruction — related
- Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
- Game-based and traditional-instruction students show no significant difference in learning achievement at pre-test — related
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