Computer-assisted Roundhouse Diagrams produced higher posttest scores than the Context-Based Learning curriculum alone on a 9th-grade Force and Motion multiple-choice achievement test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The experimental group using computer-assisted Roundhouse Diagrams scored significantly higher than the control group on the posttest of the Force and Motion Subject Achievement Test (t=2.531, p=0.015), with a reported effect size of η2=0.12 and d=0,38. → Kocakaya and Gönen 2014

Evidence¶

Kocakaya and Gönen 2014¶

F. Kocakaya, S. Gönen. (2014). Influence of Computer-Assisted Roundhouse Diagrams on High School 9th Grade Students’ Understanding the Subjects of “Force and Motion”. Science Education International, 25(3), 283-311. https://eric.ed.gov/?id=EJ1044458

q2 · i2 · causal · r2

Quasi-experimental pretest-posttest control-group study in a Diyarbakır high school: experimental group n=30, control group n=17. Independent sample t-test of posttest means (6.4 vs 4.41) gave t=2.531, p=0.015; the authors report "medium effect size ( η2=0.12 d=0,38)".

"At the end of the study, the results of the Force and Motion Subject Achievement Test applied to the experimental and control groups revealed that the experimental group was more successful than the control group."

Discussion¶

Related Claims¶

• Experimental group students held positive views about Roundhouse Diagrams, though about a quarter reported difficulty writing in their own words and being creative — related
• Within-group gains on the multiple-choice achievement test were significant only for the Roundhouse Diagram group, not the control group — related
• The Roundhouse Diagram group also scored higher on the short-answer concept test posttest than the control group — related
• Roundhouse Diagrams helped reveal student misconceptions, which students generally reflected in the visuals they drew — related
• Both groups showed statistically significant pretest-posttest gains on the short-answer questions test — related
• ICT-supported short narratives produced higher post-test achievement than regular curriculum instruction in 6th-grade Force and Motion — a broader claim this one bears on
• Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — a broader claim this one bears on