Smart board-supported teaching of the 7th-grade unit 'electricity in our lives' produced higher post-test achievement than the 2005 Science and Technology curriculum¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After four weeks of instruction, the experimental group taught with smart board activities scored significantly higher on the 25-item achievement test than the control group taught per the 2005 curriculum (t=2.431, p=.018). → Aktas 2016

Evidence¶

Aktas 2016¶

Aktas, S., & Aydin, A. (2016). The effect of the smart board usage in science and technology lessons. Eurasian Journal of Educational Research, 64, 125-138. http://dx.doi.org/10.14689/ejer.2016.64.7

q2 · i? · causal · r2

Control-group quasi-experiment with two intact 7th-grade classes (experimental N=37, control N=38). Post-test means were 19.11 (experimental) versus 16.63 (control); the article reports "a significant difference statistically was found between the achievement scores of the two groups" with t=2.431, p=.018.

"A significant difference statistically was found between the achievement scores of the two groups (t=2.431, p<.05). Therefore, the teaching methods with smart boards used in the experimental group increased the students' success more than the traditional Science and Technology Curriculum applied to the control group."

Discussion¶

Related Claims¶

• Students taught with smart board support retained more information four weeks after instruction than students taught with the 2005 curriculum — related
• Adding web-assisted alternative assessment activities to a flipped classroom produces significantly higher unit achievement than video lessons alone in 7th-grade science — related
• The experimental group showed no significant score decline between post-test and four-week retention test, while the control group declined significantly — related
• WebQuest-based instruction improves 7th-grade science achievement more than classical curriculum-based teaching — related
• 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
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
• The article reports that prior Turkish studies found computer-aided and simulation-supported instruction more effective than traditional methods — a broader claim this one bears on
• SRL support modules (progress dashboard and reflection prompts) in a flipped unit produced higher SRL skills, engagement, and learning performance than control — related