Pre-test scores showed no significant difference between the simulation-based experimental group and the paper-and-pencil control group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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? Before instruction, the experimental group (mean 6.07) and control group (mean 6.03) did not differ significantly on the experimental probability test. → 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 · r1
Independent t-test on pre-test scores of 28 experimental and 27 control prospective teachers, reported in Table 2. Pre-test means were 6.07 and 6.03 with t = 0.504 and p = 0.952; the article states "the experimental group and the control group are at the same level."
"the independent t-test results conducted for the pre- test scores of the prospective teachers in the experimental and control groups showed no significant difference 504,0=t 05,0>p ( 952,0 ). This shows that the experimental group and the control group are at the same level."
Discussion¶
Related Claims¶
- Simulation-based probability teaching significantly improved experimental-group prospective teachers' test scores from pre-test to final test — related
- After simulation-based instruction, prospective teachers gave more flexible answers accounting for variability and revised incorrect probability ideas — related
- The three groups were equivalent on EPT pre-test scores before the intervention — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
- Experimental and control groups did not differ significantly in pre-test science achievement before the intervention — related
- Experimental and control groups were homogeneous in idiom knowledge before treatment — related
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