The instructional design's effectiveness did not depend on whether the researcher or the classroom science teacher implemented it¶

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? One-way ANOVA found no statistically significant difference in post-test AT or EAS scores between the teacher-implemented and researcher-implemented experimental groups. → Elif Ozata Yucel 2015

Evidence¶

Elif Ozata Yucel 2015¶

Elif Ozata Yucel, Muhlis Ozkan. (2015). Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2579

q2 · i? · causal · r2

One-way ANOVA across the four experimental groups, one taught by the students' science teacher and three by the researcher. There was "no statistically significant difference" in post-test AT (F3-78 = 1.271; p = .29 > .05) or EAS (F3-78 = .805; p = .50 > .05); equivalence was not tested.

"ANOV A results concerning the scores achieved in the post-test AT and post-test EAS indicated that there was no statistically significant difference between the average scores achieved by the experimental group going through the instructional design implementation by the science teacher and that achieved by the other three experimental groups going through instructional design implementation by the researcher in the AT (F3-78 = 1.271; p = .29 > .05) and EAS ( F3-78 = .805; p = .50 > .05)."

Discussion¶

Related Claims¶

• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related