The lecture and academic controversy groups showed no significant difference in TUCE pretest scores, indicating equivalent prior economic knowledge¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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? An independent samples t-test found no significant difference between the pretest means of the traditional lecture group (M = 8.59, SD = 2.90) and the academic controversy group (M = 8.71, SD = 3.46), t(32) = .11, p = .92; equivalence was not tested. → Craig F. Santicola 2015
Evidence¶
Craig F. Santicola 2015¶
Craig F. Santicola. (2015). Academic Controversy In Macroeconomics: An Active And Collaborative Method To Increase Student Learning. American Journal Of Business Education – Third Quarter 2015 Volume 8, Number 3. https://www.clutejournals.com/index.php/AJBE
q2 · i? · causal · r1
Pretest check in the same quasi-experiment: the TUCE was administered before the treatments to establish equivalent prior knowledge. The null hypothesis of no difference "cannot be rejected"; no effect size is printed.
"the traditional lecture group (M = 8.59, SD = 2.90) and the academic controversy group (M = 8.71, SD = 3.46), t(32) = .11, p = .92 had similar knowledge of economics at the onset of the study"
Discussion¶
Related Claims¶
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