Traditional teaching also produced a statistically significant pre-to-post gain in scientific thinking in the control group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? The control group taught by the classic method showed a significant pre-to-post gain in scientific thinking (t = 2.790 > 2.042, df = 31). → 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 for the 32-student control group taught traditionally: post mean 13.937 versus pre 13.406 on the scientific thinking test. The article reports "a significant difference between the mean scores of the tribal and post for control group"; no effect size is printed.
"calculated t (2.790) is greater than the tabulated t (2.042) at level of (0.0 5) and degree of freedom (31) This means that there is a significant difference between the mean scores of the tribal and post for control 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
- E-learning-enriched physics teaching significantly improved scientific thinking scores from pre-test to post-test in the experimental group of intermediate girls — related
- Traditional teaching produced no statistically significant change in attitude toward physics in the control group — related
- The control group taught by the traditional method showed no significant pre-test to post-test improvement — related
- The control group showed no significant pre-test to post-test difference under conventional teaching — related
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