Test scores and studio art production scores showed moderate positive correlations at all three measurement points¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Pearson correlations between test and lesson scores were r=.594 (pre-test/lesson 1), r=.531 (middle-test/lesson 7) and r=.510 (post-test/lesson 14), each statistically significant. → Subramaniam et al. 2016 q2 i3 The middle-test and lesson 7 correlation was r=.531, p=.001, a moderate positive correlation. → Subramaniam et al. 2016 (2) q2 i3 The post-test and lesson 14 correlation was r=.510, p=.002, a moderate positive correlation. → Subramaniam et al. 2016 (3)

Evidence¶

Subramaniam et al. 2016¶

Maithreyi Subramaniam, Ruzaika Omar Basaree, Jaffri Hanafi, Abu Talib Putih. (2016). Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students. li-manager's Journal of Educational Technology, Vol. 3(13), October - December 2016. https://eric.ed.gov/?id=EJ1133234

q2 · i3 · causal · r1

Pearson bivariate correlation analysis (Table 3, Figure 3) on the 33 students' pre-test and lesson 1 scores, showing a "moderate positive correlation" of r=.594; the article interprets that poor pre-test knowledge would accompany poor lesson 1 performance.

"the Pearson's bivariate correlation coefficient matrix of r=.594, shows a moderate positive correlation, n=33 and p=.002 indicated that there is a statistically significant between pre-test and lesson 1."

Subramaniam et al. 2016 (2)¶

Maithreyi Subramaniam, Ruzaika Omar Basaree, Jaffri Hanafi, Abu Talib Putih. (2016). Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students. li-manager's Journal of Educational Technology, Vol. 3(13), October - December 2016. https://eric.ed.gov/?id=EJ1133234

q2 · i3 · causal · r1

Pearson bivariate correlation (Table 4, Figure 4) between middle-test and lesson 7 scores for the same 33 students, reported as a moderate positive relationship of r=.531.

"the Pearson's bivariate correlation coefficient matrix of r=.531, shows a moderate positive correlation, n=33 and p=.001 indicated that there is a statistically significant between middle-test and lesson 7."

Subramaniam et al. 2016 (3)¶

Maithreyi Subramaniam, Ruzaika Omar Basaree, Jaffri Hanafi, Abu Talib Putih. (2016). Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students. li-manager's Journal of Educational Technology, Vol. 3(13), October - December 2016. https://eric.ed.gov/?id=EJ1133234

q2 · i3 · causal · r1

Pearson bivariate correlation (Table 5, Figure 5) between post-test and lesson 14 scores for the same 33 students, reported as a moderate positive relationship of r=.510.

"the Pearson's bivariate correlation coefficient matrix of r=.510, shows a moderate positive correlation, n=33 and p=.002 indicated that there is a statistically significant between post-test and lesson 14."

Discussion¶

Related Claims¶

• Students' studio art production scores improved across lesson 1, lesson 7 and lesson 14 during the module — related
• Undergraduate students' art appreciation test scores improved progressively across pre-test, middle-test and post-test under an Anderson's-model teaching module — related
• Pre- and post-test scores are positively correlated in the whole sample (r=0.63, p<0.01) and in the middle school subsample (r=0.63, p<0.01) — related
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