Technology-supported teaching of global-education attainments produced higher post-test academic achievement than teacher-centered direct instruction in 6th-grade social studies¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Post-test scores of the experimental group were significantly higher than those of the control group on the academic achievement test. → Egüz 2019

Evidence¶

Egüz 2019¶

Egüz, Ş., Öztürk, C. & Kesten, A. (2019). Technology-supported global education: A mixed method study. Pegem Eğitim ve Öğretim Dergisi, 9(4), 1209-1244. http://dx.doi.org/10.14527/pegegog.2019.040

q2 · i? · causal · r2

Semi-experimental unbalanced pre-test post-test control group study with 44 experimental and 41 control 6th graders; Mann-Whitney U comparison of post-test scores showed "a significant difference ... in favor of the experimental group" (rank means 56.41 vs 28.61); no effect size printed.

"it was found that there was a significant difference between the post -test scores of the students in the experimental and control groups for the Academic Achievement Test [U = 312.00, p<.05]"

Discussion¶

Related Claims¶

• ICT-supported social studies teaching produced higher achievement post-test scores than traditional instruction in a quasi-experiment with 6th graders — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
• The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group — related