On the initial test's application section the experimental and control groups did not differ significantly¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly
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? There was no statistically significant difference between the control and experimental groups on the initial knowledge test's application section; equivalence was not tested. → Prtljaga 2017
Evidence¶
Prtljaga 2017¶
Prtljaga, S. & Veselinov, D. (2017). The influence of the project method on the achievement of young learners in the field science and social studies. Research in Pedagogy, 7(2), 254-264. https://doi.org/10.17810/2015.63
q2 · i? · causal · r1
Covariance analysis of the initial test's application section (Table 5: group p .116). The article reports no significant difference and prints no effect size for this contrast.
"The results indicate that there is no significant d ifference between the control group and experimental group in the achievement on the initial knowledge test in the section regarding the application of knowledge."
Discussion¶
Related Claims¶
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
- Experimental and control groups were homogeneous in idiom knowledge before treatment — related
- The music and non-music groups did not differ significantly on the mathematics achievement pretest — related
- Experimental and control groups did not differ significantly in listening comprehension achievement before the intervention — related
- Before the intervention, experimental and control groups showed no significant difference in self-esteem pre-test scores, though descriptively favoring the control group — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
- Before implementation, treatment students performed significantly below control students on the standardized reading test — reports the opposite
- Before the intervention, the experimental and control groups did not differ significantly in self-efficacy toward science education — related
- Project-method learners significantly outperformed control learners on the final test's application-level questions — related
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