Within-group gains on the multiple-choice achievement test were significant only for the Roundhouse Diagram group, not the control group¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
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? The experimental group's pretest-posttest gain on the Force and Motion Subject Achievement Test was statistically significant (t=3.053, p=0.005), while the control group's increase was not statistically significant (t=0.255, p=0.802). → 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 · i? · causal · r2
Paired sample t-tests of pretest-posttest achievement test scores: experimental group rose from 4.77 to 6.40 (t=3.053, p=0.005, df=29); control group from 4.29 to 4.41 (t=0.255, p=0.802, df=16). No effect size printed for these paired comparisons.
"the experimental group students’ levels of achievement increased significantly (P<0.05). In addition, the results of the paired sample t -test analysis conducted revealed an increase in the control group students’ achievement, yet it was not statistically significant (P>0.05)."
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
- 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 — 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
- Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.