The three intact classes were equivalent in prior achievement and scientific attitudes before the light-unit intervention¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly

Subclaims¶

q2 i? SAT pre-test scores showed no significant difference among the animation, cooperative and control groups (F(2, 81)= 2.353, p> 0.05). → Daşdemir 2016 q2 i? SAS pre-test scores showed no significant difference among the groups (F(2, 81)= 2.598, p= 0.08). → Daşdemir 2016 (2)

Evidence¶

Daşdemir 2016¶

İkramettin Daşdemir. (2016). The Effect of the 5E Instructional Model Enriched With Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes. International Electronic Journal of Elementary Education, 9(1), 21-38. https://eric.ed.gov/?id=EJ1126710

q2 · i? · causal · r1

One-way ANOVA on SAT pre-test scores of the three intact seventh-grade classes before the 4-week light unit. The article concludes the groups had similar prior knowledge, which it calls an excellent opportunity to compare the methods.

"it was revealed that there was no significant difference between the animation, control and cooperative groups (F(2, 81)= 2.353, p> 0.05). In this context, it can be stated that the groups had similar prior knowledge."

Daşdemir 2016 (2)¶

İkramettin Daşdemir. (2016). The Effect of the 5E Instructional Model Enriched With Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes. International Electronic Journal of Elementary Education, 9(1), 21-38. https://eric.ed.gov/?id=EJ1126710

q2 · i? · causal · r2

One-way ANOVA on Scientific Attitude Scale pre-test scores. The article concludes the groups' scientific attitude skills were similar before implementation; no effect sizes are printed for either pre-test comparison.

"it was found that there was no statistically significant difference between the animation, cooperative, and control groups. (F(2, 81)= 2.598, p= 0.08, p>0.05)."

Discussion¶

Related Claims¶

• The 5E instructional model enriched with animations produced higher seventh-grade achievement on the light unit than the 5E model enriched with cooperative learning and the 5E model alone — related
• Both the animation-enriched and cooperative-learning-enriched 5E models improved seventh-graders' scientific attitudes relative to the 5E model alone, with no difference between the two enriched groups — related
• Experimental and control groups showed no significant pre-test difference before the intervention — related
• Students in the three groups had significant differences in problem-solving attitudes before the experimental teaching began — related