Technology-supported teaching produced higher learning retention four months later, while control-group retention fell below its pre-test level¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The experimental group showed a significant difference across pre-test, post-test and retention scores, with retention mean 74.18 remaining above the pre-test mean. → Egüz 2019 q2 i? The control group's retention mean (39.20) fell below its pre-test mean (50.54), with a significant overall difference across measurements. → Egüz 2019 (2)

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

Single-factor repeated-measures ANOVA for the 44-student experimental group; printed means pre-test 54.55, post-test 82.55, retention 74.18; Bonferroni post-hoc showed differences 2>1 and 3>1; no effect size printed.

"there was a statistically significant difference between the pre -test, post-test and retention test scores of the experimental group students [ F (2.86)=48.35, p<.05]"

Egüz 2019 (2)¶

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 · r1

Single-factor repeated-measures ANOVA for the control group; printed means pre-test 50.54, post-test 60.68, retention 39.20; Bonferroni post-hoc showed 2>1, 3<1 and 2>3, i.e. retention dropped below pre-test; no effect size printed.

"there is a statistically significant difference between the pre -test, post-test and retention test scores of the control group. [F (2.80)=20.20, p<.05]"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Unpretested groups showed no significant difference between their own post-test and retention test scores — related
• Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
• Within the experimental group, involvement rose from pre-test through post-test and was retained four weeks later — related
• The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
• Knowledge gained through performing-arts teaching persisted: permanence-test scores four weeks later showed no significant drop from posttest and remained higher than the control group — related
• Learning from interactive whiteboard lessons supported by visual materials persisted, with only a small significant decline four weeks after the post-test — related