The article reports that prior Turkish studies found computer-aided and simulation-supported instruction more effective than traditional methods¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Cited studies reported computer-aided instruction more efficient than traditional teaching for increasing achievement, and combined uses (e.g., simulation plus cardboard models, or simulation plus experiments) outperformed single methods. → Teke 2015

Evidence¶

Teke 2015¶

Teke, H., Dogan, B., & Duran, A. (2015). Influence of the Simulation Method on 7th Grade Students' Achievements in Science and Technology Lessons. International Journal of Research in Education and Science (IJRES), 1(2), 111-118. https://eric.ed.gov/?id=EJ1105195

q1 · i? · causal · r1

Narrative discussion in which the authors summarize prior Turkish studies (e.g., Cagiran 2008; Bodur 2006; Dilek 2006; Pektas et al. 2006), reporting that computer-aided and simulation-supported instruction outperformed traditional methods; the cited studies' designs are not described here.

"The relevant studies demonstrate that computer -aided instruct ion is more efficient than the traditional teaching method in regard to increasing students' achievement and ensuring the permanent retention of the information acquired."

Discussion¶

Related Claims¶

• Computer-based teaching has a large, positive, significant effect on students' academic success compared with traditional teaching methods in Turkish studies from 2006-2014 — possibly the same claim (merge candidate)
• MIT-based instruction shows a large overall positive effect on students' academic achievement in a meta-analysis of 75 Turkish experimental theses and dissertations — related
• Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
• All three learning environments produced statistically significant pre-test to post-test achievement gains in simple electricity — related
• Smart board-supported teaching of the 7th-grade unit 'electricity in our lives' produced higher post-test achievement than the 2005 Science and Technology curriculum — a narrower finding that bears on this claim