Simulation-based probability teaching significantly improved experimental-group prospective teachers' test scores from pre-test to final test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean rose from 6.07 to 13.71, a statistically significant difference in favor of the final test (t(27) = -16.192, p < 0.05). → Timur Koparan 2015

Evidence¶

Timur Koparan 2015¶

Timur Koparan, Gül Kaleli Yılmaz. (2015). The Effect of Simulation-based Learning on Prospective Teachers’ Inference Skills in Teaching Probability. Universal Journal of Educational Research 3(11). https://doi.org/10.13189/ujer.2015.031101

q2 · i? · causal · r2

Paired t-test on the 28 experimental-group prospective teachers' pre-test (mean 6.07) and final test (mean 13.71) scores, reported in Table 3. The article concludes the simulation-based learning approach "makes a positive effect on the academic success of the prospective teachers."

"In the t -test conducted for the samples applied to the pre -test and final test data, a statistically significant difference revealed in favor of the final test )001,0(05,0:192,16)27( <−= pt ."

Discussion¶

Related Claims¶

• ANCOVA on final test scores showed a significant difference favoring the simulation-based group, with a printed effect size of 0.90 — related
• Pre-test scores showed no significant difference between the simulation-based experimental group and the paper-and-pencil control group — related
• Pre-service teachers taught probability with the ABSL approach achieved significantly higher post-test scores than those taught with traditional methods — related
• After simulation-based instruction, prospective teachers gave more flexible answers accounting for variability and revised incorrect probability ideas — related