Post-test scores were more consistent (lower standard deviation) in the teaching-aids groups than in the control groups on both measures¶
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? Descriptive statistics showed the experimental group's standard deviation was lower than the control group's for interest (54.89789 vs 56.87960) and for achievement (33.76076 vs 75.46890). → Joseph 2015
Evidence¶
Joseph 2015¶
Joseph, O. C. (2015). Teaching Aids a Special Pedagogy Tool of Brain Development in School Children, Interest and Academic Achievement to Enhance Future Technology. Journal of Education and Practice, 6(29). https://eric.ed.gov/?id=EJ1081258
q2 · i? · causal · r1
Descriptive statistics (Table V) comparing control and experimental groups on the Academic Achievement Test; the article notes the control group's "standard dev iation of the control group 75.46890" exceeded the experimental group's 33.76076. For interest, the experimental SD (54.89789) was also lower than the control SD (56.87960).
"the mean value of exp erimental group 342.7000 is > greater than the control group value 135.0000. Also the standard dev iation of the control group 75.46890 higher than th e standard deviation of the experimental group 33.760 76"
Discussion¶
Related Claims¶
- Teaching with teaching aids produced higher post-test interest among elementary school children than teaching without teaching aids — related
- Post-test mean learning outcomes were 81.81 in the ChatGPT class versus 70.45 in the conventional class — related
- The experimental group's descriptive pre- and post-test means were higher than the control group's, but the unadjusted difference was not tested — related
- Experimental-group post-test descriptive scores on conceptual understanding exceeded control-group scores — related
- Descriptive post-test means favoured the 5E inquiry group (7.30 vs 6.35) over the traditional group — related
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