Traditional teaching produced no statistically significant change in attitude toward physics 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 showed no significant pre-to-post difference in attitude toward physics (t = 1.190 < 2.042, df = 31); equivalence was not tested. → Hameed 2016

Evidence¶

Hameed 2016¶

Hameed, Saddam Mohammed; Mohammed, Essam Mahmoud. (2016). Enrich the Physics Curriculum Scheduled for Students of Intermediate School E-Learning and Its Effectiveness in Scientific Thinking and Their Attitude Towards the Development of Physics. Journal of Education and Practice, Vol.7, No.17. https://eric.ed.gov/?id=EJ1105303

q2 · i? · causal · r1

Paired t-test on the attitude scale for the 32-student control group: post mean 59.812 versus pre 59.343. The article reports "no significant difference between the mean scores of the development of the tribal trend and post test of co ntrol group"; no effect size is printed.

"calculated t (1.190) is less than the tabulated t (2.042) at level of (0.05 ) and the degree of freedom (31) This means that there is no significant difference between the mean scores of the development of the tribal trend and post test of co ntrol group"

Discussion¶

Related Claims¶

• E-learning-enriched physics teaching significantly improved students' attitude toward physics from pre-test to post-test in the experimental group — related
• ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies — related
• Traditional teaching also produced a statistically significant pre-to-post gain in scientific thinking in the control group — related