After traditional supportive education, completely learned students decreased in the remembering and analysis levels of the control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the control group, the number of completely learned students fell from 9 to 8 in remembering and from 4 to 2 in analysis, while rising in other levels. → Goksu 2016

Evidence¶

Goksu 2016¶

Goksu, I. and Gulcu, A. (2016). The Evaluation of the Cognitive Learning Process of the Renewed Bloom Taxonomy Using a Web Based Expert System. TOJET: The Turkish Online Journal of Educational Technology, 15(4). https://eric.ed.gov/?id=EJ1117642

q2 · i? · causal · r2

Descriptive pre/post analysis of the 25-student control group's mastery learning per RBT level after traditional supportive education (figure 9): "the number of completely learned students in the remembering level in the pre-test stage was 9, but after the post-test this number went down to 8"; analysis fell from 4 to 2.

"the number of completely learned students in the remembering level in the pre-test stage was 9, but after the post-test this number went down to 8."

Discussion¶

Related Claims¶

• After WBES-based supportive education, the number of mastery-learning students increased at every RBT cognitive process level in the experimental group — related
• Most individual control-group learners' vocabulary scores declined from post-test to delayed post-test — related
• WBES-based supportive education produced more students achieving mastery learning across all RBT cognitive process levels than traditional supportive education — related