Time-by-method interaction shows authentic learning and the available program differ in achievement growth¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Mixed between-within ANOVA found a significant time-group interaction (Wilks' Lambda = .31, F(1,182) = 415.58, η² = .70). → Gürgil 2018

Evidence¶

Gürgil 2018¶

Fitnat Gürgil. (2018). The Effect of Authentic Learning Approach in Social Studies Teaching on the Academic Success. Universal Journal of Educational Research 6(10): 2061-2068. https://doi.org/10.13189/ujer.2018.061002

q2 · i3 · causal · r2

Mixed between-within ANOVA on 184 students' pretest-posttest scores, with group (AL vs AP) and time as factors. The omnibus time-group interaction was significant with "partial eta square (η2) =70"; the time main effect was also significant (η² = .93).

"Table 2 shows that there is a significant interaction between time and the two different methods applied, Wilks' Lambda = .31, F (1,182) = 415.58, p <.05, partial eta square (η2) =70."

Discussion¶

Related Claims¶

• Authentic learning activities produce higher 5th-grade social studies achievement than the available program — possibly the same claim (merge candidate)
• MANOVA with repeated measures showed significant main effects of test-time and a significant group-learning-by-test-time interaction on mathematics achievement — possibly the same claim (merge candidate)