Simulation-based biology teaching produced significantly higher post-test success scores than traditional teaching methods for education students.¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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 taught with simulation methods scored significantly higher on the post-test than the control group taught with traditional methods (p < 0.001). → Sasikala 2016
Evidence¶
Sasikala 2016¶
Sasikala, P., & Tanyong, S. (2016). A Study on Simulation Methods in Academic Success With Reference To Teaching Biology for Education Students. Journal of Education and Practice, 7(11). https://eric.ed.gov/?id=EJ1099628
q2 · i? · causal · r1
Quasi-experimental pre-test/post-test control group study with 100 education students (50 control, 50 experimental). Post-test means were 75 ± 3.574 (experimental) versus 58 ± 2.483 (control), a statistically significant difference (p < 0.001), indicating "the experimental students has the improved cognitive skills than that of the control group students."
"The results of the present study shows that statistically significant variations between the means of control and experimental group students of education (p< 0.001). The results of the present study evidenced that the experimental students has the improved cognitive skills than that of the control group students."
Discussion¶
Related Claims¶
- Simulation-based instruction produced significantly higher post-test scores across all three test sections: fill in the blanks, matching, and short answer. — a narrower finding that bears on this claim
- Seventh-graders taught the 'Systems of the Human Body' unit with the simulation method scored significantly higher on the post-test than peers taught by traditional lecture — related
- Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
- Computer-based science and technology instruction produces significantly higher corrected post-test achievement than traditional teaching in the Earth, Sun and Moon unit — related
- The review reports that a blended learning model contributed more to high school students' biology achievement than traditional teaching methods — related
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