Prior knowledge and ICT-supported instruction predicted achievement post-test scores, while pupils' attitudes toward the subject and ICT did not¶

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? ICT attitude and social studies attitude scores, at pre-test and post-test, did not significantly predict achievement post-test scores. → Emin Cener 2015

Evidence¶

Emin Cener 2015¶

Emin Cener, Ismail Acun & Gokhan Demirhan. (2015). The Impact of ICT on Pupils' Achievement and Attitudes in Social Studies. Journal of Social Studies Education Research, 6(1), 190-207. https://eric.ed.gov/?id=EJ1105333

q2 · i? · causal · r2

In the same regression, ICT attitude pre-test (beta = -.106, p = .329), social studies attitude pre-test (beta = .229, p = .049), ICT attitude post-test (beta = .033, p = .768) and social studies attitude post-test (beta = -.077, p = .496) were reported as not affecting achievement; the second block did not contribute (R² change = .028, p = .310).

"Regression analysis shows that pupils' academic achievement levels were not affected by their attitudes towards ICT and social studies."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies — related
• Pupils' pre-test attitudes toward social studies were negatively correlated with their pre-treatment attitudes toward ICT — related
• ICT-supported social studies teaching produced higher achievement post-test scores than traditional instruction in a quasi-experiment with 6th graders — related