Multimedia treatment, prior science level, and unit pre-test level each independently influence electricity achievement, with no significant two-way or three-way interactions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? A 2x2x10 general linear model ANOVA showed significant main effects of treatment, science level, and pre-test, but no significant interactions; no effect sizes are printed in the reported test sentence. → Kutbay 2020

Evidence¶

Kutbay 2020¶

Kutbay, E. & Akpınar, Y. (2020). Investigating modality, redundancy and signaling principles with abstract and concrete representation. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(2), 131-145. https://eric.ed.gov/?id=EJ1255527

q2 · i? · causal · r2

General linear model 2x2x10 ANOVA on achievement in the quasi-experiment. All three main effects were significant: "multimedia treatments [F (9, 784) = 2.674, p = .005]", prior science level, and pre-test level, with no pairwise interactions. No effect size is printed in this sentence.

"multimedia treatments [F (9, 784) = 2.674, p = .005], students’ prior science level [ F (1, 784) = 87.031, p = .0001], and students’ unit pre-test level [ F (1, 784) = 169.914, p = .0001] independently influence students’ unit achievement scores, but not pairwise"

Discussion¶

Related Claims¶

• Abstract and concrete animation representations do not differ significantly in middle school students' electricity achievement under any of the five text-representation conditions — related
• In one middle-school quasi-experiment on electricity, spoken-text groups outperform written-text groups with both abstract and concrete animation (d = .35) — related
• Learning gains showed significant main effects of hint condition and subject, with no significant condition-by-subject interaction — related
• Solomon four-group pilot found significant pre-post gains from EPIGAME play with no testing effects and no pretest-by-treatment interaction — related
• All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes — related
• For recall performance, the study found no significant three-way interaction between modeling condition, prior knowledge activation and domain knowledge, so the model-observer similarity hypotheses were not supported. — related