The only significant pairwise post-test difference in attitudes was between two e-learning-taught groups differing only in pre-test exposure, favouring the pre-tested group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Scheffe pairwise comparisons showed a significant difference between E and C2 (mean difference 12.224, p = 0.006) in favour of E, while E vs C1 (p = 0.199) and C1 vs C2 (p = 0.168) were not significant. → Daniel M. Getuno 2015 q2 i? The authors interpret that the presence or absence of the pre-test, not the teaching method, was solely responsible for the significant post-test difference. → Daniel M. Getuno 2015

Evidence¶

Daniel M. Getuno 2015¶

Daniel M. Getuno, Joel K. Kiboss, Johnson M. Changeiywo, & Leo B. Ogola. (2015). Effects of an E-Learning Module on Students' Attitudes in an Electronics Class. Journal of Education and Practice, Vol.6, No.36. https://eric.ed.gov/?id=EJ1086475

q2 · i? · causal · r2

Pairwise Scheffe comparisons on estimated marginal means of post-test attitude scores: E vs C2 mean difference 12.224 (Sig. 0.006), E vs C1 5.850 (Sig. 0.199), C1 vs C2 6.374 (Sig. 0.168). Only the E-C2 contrast was significant, "in favour of group E"; no effect size is printed.

"The results of the pairwise comparison test in Tabl e 7 show that statistically significant differences exist in students' attitudes between E and C 2 (12.224*) in favour of group E. No significant dif ferences however, exist between the groups E and C 1 and between C 1 and C 2."

Discussion¶

Related Claims¶

• ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups — a broader claim this one bears on
• The conventionally taught pre-tested group and the e-learning-taught unpre-tested group did not differ significantly in post-test attitudes — possibly the same claim (merge candidate)
• Students taught with the e-learning module showed a significantly larger gain in attitudes from pre-test to post-test than students taught by the conventional method — related
• No significant post-test attitude difference was found between the e-learning-taught group and the conventionally taught group when both were pre-tested — possibly the same claim (merge candidate)
• Groups E and C1 were homogeneous in entry attitudes, with no significant pre-test difference — related