Three-dimensional visual objects produced higher post-test drawing performance than two-dimensional visual objects, and both experimental groups outperformed the control group¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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? Post-hoc pairwise comparisons showed the three-dimensional visual objects group scored highest, followed by the two-dimensional group, with the control group lowest; all pairwise mean differences were reported significant at 0.05 (TDVO-TWDVO 1.125; TDVO-control 1.4417; TWDVO-control 2.865). → Abass et al. 2014
Evidence¶
Abass et al. 2014¶
Bada Tayo Abass, Bello Isyakka, Ijisakin Yemi Olaolu & Fajuyigbe Michael Olusegun. (2014). Effects of Two and Three-Dimensional Visual Objects on the Acquisition of Drawing Skills among JSS1 Students in Osun State, Nigeria. World Journal of Education, 4(1). https://doi.org/10.5430/wje.v4n1p62
q2 · i? · causal · r2
Post-hoc multiple comparisons (Table 3) of post-test drawing scores among the three groups (n = 40 each) in the same pretest-posttest experiment. The article reports mean differences of 1.125, 1.4417 and 2.865, "all significant at 0.05 level"; no standardized effect size is printed.
"the performance of subjects in the three dimensional visual objects group is superior to that of the two dimensional visual objects group. However, subjects in the two experimental groups out-performed their colleagues in the control group."
Discussion¶
Related Claims¶
- No significant difference was found in drawing-skill acquisition between male and female students taught with two- and three-dimensional visual objects — related
- Teaching drawing with visual objects (2D or 3D) produces higher post-test drawing-skill scores than conventional teaching without visual objects — a broader claim this one bears on
- Students taught with two- or three-dimensional visual objects identified visual objects significantly better than conventionally taught students — related
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