Experiment and control groups did not differ significantly on pre-test scores before the critical thinking treatment¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2010 · 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? A t-test on pre-test score means found the two groups were not statistically significantly different. → Abdullah et al. 2010
Evidence¶
Abdullah et al. 2010¶
Abdul Ghani Kanesan Abdullah, Naser Jamil Alzaidiyeen, Ng Mooi Yee. (2010). The Practices of Critical Thinking Component and Its Impact in Malaysian Nurses Health Education. International Education Studies, 3(1). https://journals.ccsenet.org/index.php/ies
q2 · i? · causal · r1
Static-group comparison design; Levene's test and t-test on pre-test vignette scores showed the groups were "non statistically significant" (t = –0.257, p = 0.789), which the article states allowed further analysis. Equivalence was not formally tested.
"The results from Table 1 shows that the two groups were non statistically significant (F=0.049; p = 0.825) with t value –0.257 (p=0.789)."
Discussion¶
Related Claims¶
- A critical thinking module produced significantly higher post-test achievement in health education than control among Malaysian nursing students — related
- Critical thinking disposition progress did not differ significantly among the four groups, and the teacher-only group gained the most — related
- Before the intervention, the control and experimental groups were statistically equivalent in geometric thinking — related
- Before treatment, the Logo and control groups showed no statistically significant difference in achievement on two-dimensional shapes — related
- The experimental and control classes were statistically equivalent before the intervention on prior economics achievement — related
- Before the FCI treatment, the experimental and control groups showed no statistically significant difference in writing ability — related
- The two groups did not differ significantly in writing quality before the treatment — 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
- The experiment and control groups were equivalent on the triangles achievement test before instruction — related
- Control group showed no statistically significant pre-test to post-test change in critical thinking disposition — related
- Experimental group's critical thinking disposition improved significantly from pre-test to post-test — related
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