Pre-test comparison showed no significant difference between experimental and control groups before implementation¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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 pre-test t-test found no statistically significant difference between the experimental and control groups before the implementation. → Özcan and Kiliç 2017
Evidence¶
Özcan and Kiliç 2017¶
Mehmet Fatih Özcan, Latife Kirbaşoğlu Kiliç. (2017). The Effects of Animation Supported 5E Model on Teaching 'Indicative and Subjunctive Moods' in 7th Grade Turkish Lesson. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2017.051407
q2 · i? · causal · r1
Pre-test t-test on grammar success scores comparing the two groups (25 analysed students each per Table 4). The article reports t(48)=.524, p=.753, finding no significant pre-implementation difference; equivalence was not formally tested beyond this comparison.
"T48=.524 and P=,753, p>0.05 it is observed that the significance level is meaningless. This finding is a significant difference between the experimental and control group before the implementation of value orientations does not suggest that."
Discussion¶
Related Claims¶
- Animation-supported 5E instruction produced significantly higher post-test grammar success than the current teaching programme in 7th grade Turkish — related
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- Before implementation, the experimental and control groups showed no statistically significant difference in academic achievement pre-test scores — related
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- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
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