Claims

Students in the Twitter-supported blended course reported more positive attitudes toward the learning process than students in the fully in-class course

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · 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 experimental group's mean attitude score was significantly greater than the control group's at the 0.05 level after the experimental period. → Amry 2018

Evidence

Amry 2018

Aicha Amry. (2018). The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students' Achievement and Attitudes. TOJET: The Turkish Online Journal of Educational Technology, 17(2). https://eric.ed.gov/?id=EJ1176184

q2 · i? · causal · r1

Questionnaire study (three-point Likert scale) of attitudes toward the learning process, distributed to both groups (N = 36 each per Table 6). Table 6 prints a control mean of 22.06 and an experimental mean of 25.47; Table 7 prints t = 2.576, df = 70. The article reports the difference in favor of the experimental group.

"The results of the t-test in Table 7 show that the t-test calculated for the equality of means is 2.54, which is greater than the t-test value of the table (2.00)."

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-02
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.