Experimental and control groups did not differ significantly on pre-test NOS or SK scores¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: 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-test NOSS (t = .446) and SKS (t = .931) differences between groups were not statistically significant (p > 0.05). → Mustafa Metin 2022
Evidence¶
Mustafa Metin 2022¶
Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190
q2 · i? · causal · r2
Independent samples t-test on pre-test scores in the quasi-experimental study (n = 66 total); NOSS showed no significant difference (t = .446; p > 0.05), and the article likewise reports the SKS pre-test difference (t = .931; p > 0.05) as not significant.
"While pre-test mean of experimental group is higher than the control group’s (x̄Experimental = 87.09; x̄Control = 86.53;) in NOSS, there is not statistically a significant difference between pre-test means of experimental and control groups (t = .446; p > 0.05)."
Discussion¶
Related Claims¶
- Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
- In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone — related
- The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
- Neither group showed a significant decline from post-test to retention test on NOS or SK measures — related
- Baseline pre-assessment scores showed no statistical differences between treatment and control groups in either the matched or baseline sample. — a broader claim this one bears on
- Chatbot and search engine classes showed no significant baseline differences in science learning ability and knowledge before the intervention — related
- Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions — related
- No significant interaction between condition and pre-test knowledge on learning outcomes in either topic — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- High and low CT groups showed comparable prior coding knowledge before the AICA intervention — related
- Model-estimated mixture weights show no detectable difference between control and experimental groups in Study 2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pretest-equivalence-noss-sks-groups |
title |
Experimental and control groups did not differ significantly on pre-test NOS or SK scores |
description |
Experimental and control groups did not differ significantly on pre-test NOS or SK scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mustafa-metin-2022 |
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