Eighth graders in both conditions performed poorly on the electric-circuits pretest, confirming prevalent misconceptions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change

Subclaims¶

q2 i? The HWBTM and CTM groups were statistically equivalent on the pretest and both scored low (about 4.6-4.9 out of 14), which the authors take to confirm prevalent misconceptions. → Ali Khalid Ali Bawaneh 2010

Evidence¶

Ali Khalid Ali Bawaneh 2010¶

Ali Khalid Ali Bawaneh, Ahmad Nurulazam Md Zain, & Salmiza Saleh. (2010). The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits. European Journal of Physics Education, Vol. 2 No. 2, ISSN 1309 7202. https://portal.issn.org/resource/ISSN/13097202

q2 · i? · causal · r2

Independent-samples t-test on pretest scores of the two groups (HWBTM n=135, CTM n=138); the t-test was non-significant (Sig. .283), and the article reports both groups "performed low on the pre test" (means 4.63 and 4.86 out of 14).

"Table 3 demonstrates that the mean difference between the study groups is insignificant, implying that both groups are equivalent. The results show that both groups performed low on the pre test."

Discussion¶

Related Claims¶

• Eighth graders taught with the Herrmann Whole Brain Teaching Method significantly outperformed conventionally taught peers on conceptual understanding of simple electric circuits — related
• No significant interaction between teaching method and gender on conceptual understanding of electric circuits — related
• No statistically significant gender difference in eighth graders' conceptual understanding of electric circuits — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related