Theoretical and practical scores correlated significantly in the traditional group but not in the virtual group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the traditional teaching group a significant correlation was found between theoretical and practical scores (r=0.49, P=0.001), while in the virtual group the same r was not statistically significant (P=0.51). → Mosalanejad 2012

Evidence¶

Mosalanejad 2012¶

Mosalanejad, L.; Shahsavari, S.; Sobhanian, S.; & Dastpak, M. (2012). The effect of virtual versus traditional learning in achieving competency-based skills. Turkish Online Journal of Distance Education, 13(2). https://dergipark.org.tr/en/pub/tojde

q2 · i? · causal · r1

Pearson's rho correlation analysis within each learning group, reported in the Results section. The identical coefficient r=0.49 was significant in the traditional group (P=0.001) but not in the virtual group (P=0.51); no effect-size difference between groups is printed.

"In virtual teaching group no statistically significant correlation was found between theoretical and practical scores (r=0.49, P =0.51); however, in traditional teaching group significant statistical correlation was found (r=0.49, P=0.001)."

Discussion¶

Related Claims¶

• First-year nursing students taught with virtual simulation and interactive multimedia scored higher on the theoretical exam than the traditionally taught group — related
• VR instruction improves nursing students' theoretical knowledge more than traditional teaching methods (SMD = 0.97) — related