Traditional course-book instruction showed no significant pre-to-post achievement change in the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's pre- and post-test means did not differ significantly after traditional instruction on the same unit. → Genç Osman Ilhan and Şahin Oruç 2016

Evidence¶

Genç Osman Ilhan and Şahin Oruç 2016¶

Genç Osman Ilhan and Şahin Oruç. (2016). Effect of the use of multimedia on students’ performance: A case study of social studies class. Educational Research and Reviews. https://eric.ed.gov/?id=EJ1099996

q2 · i? · causal · r1

Pre/post comparison of the control group (N=32 per Table 2) taught via the course book. The article reports p=.956>.05 with means of 69.96 and 69.75; no effect size is printed, and equivalence was not tested.

"no significant difference is observed between the means of pre and post -test results of the control group ( controlpretest=69.96< controlposttest=69.75) and there is no significant difference (p=.956>.05)."

Discussion¶

Related Claims¶

• Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant — related
• The control group also improved from pre-test to post-test under conventional teaching, but less than the experimental group — reports the opposite
• Traditional teaching also produced a significant pre-to-post achievement gain in the control group — reports the opposite
• Conventional grammar teaching produced no significant pre-to-post change in the control group — possibly the same claim (merge candidate)