Three weeks after the experiment, retest grades showed a very slight decrease in both groups, but experimental-group students with home Internet access showed no decrease¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Retest grades three weeks after the post-test decreased very slightly in both groups, attributed by the authors to elapsed time. → Magdaş and Bontea 2011 q2 i? Experimental-class students with Internet access at home did not decrease on the retest. → Magdaş and Bontea 2011 (2)

Evidence¶

Magdaş and Bontea 2011¶

Ioana Magdaş, Timea Bontea. (2011). Developing digital competences using an educational software. A pedagogical research. Acta Didactica Napocensia, Volume 4, Number 4, ISSN 2065-1430. https://eric.ed.gov/?id=EJ1056072

q2 · i? · causal · r1

Retest administered three weeks after the experimental activities, identical for both groups (EG n=22, CG n=24). The article reports a very slight decrease among students who had achieved good grades, attributed to elapsed time; no test statistic is printed.

"Both the experimental sample and control is observed to the very slight decrease in the retest students who have achieved good grade. This decrease is due to the time elapsed between the posttest and retest."

Magdaş and Bontea 2011 (2)¶

Ioana Magdaş, Timea Bontea. (2011). Developing digital competences using an educational software. A pedagogical research. Acta Didactica Napocensia, Volume 4, Number 4, ISSN 2065-1430. https://eric.ed.gov/?id=EJ1056072

q2 · i? · causal · r1

The article reports as an observation that the 68% of experimental-group students with home Internet access (15 of 22, per Table 7) did not decrease on the retest. No statistical test accompanies this subgroup observation.

"we want to mention that students who have Internet access at home in the experimental class, did not decrease after application of retest ratings."

Discussion¶

Learner Variables¶

• Access — moderator: an instructional effect differs with it

Related Claims¶

• The virtual material did not significantly improve knowledge permanency three weeks after the unit, while the control group's scores declined significantly — related
• Learning gains from remote inquiry with virtual and video experiments remain relatively stable from post-test to eight-week follow-up, with a slight decline — related