Groups were equivalent at pre-test but differed significantly at post-test¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2014 · 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.
q3 i? No significant difference between groups at pre-test (t = 0.27, p > 0.05), but a significant difference at post-test (t = 6.15, p < 0.05) favoring the experimental group. → Thiyagu 2014
Evidence¶
Thiyagu 2014¶
K. Thiyagu. (2014). Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students. i-manager's Journal on School Educational Technology. https://eric.ed.gov/?id=EJ1097634
q3 · i? · causal · r1
Pre-test/post-test comparison in the 48-student equivalent group design. Pre-test means were nearly equal (20.00 vs 20.29), confirming group equivalence. Post-test means differed significantly (30.29 vs 39.12), with "the experimental group performed better than the control group in their post test."
"the obtained 't' value 0.27 is less than the critical value at 0.05 level of significance and hence, the null hypothesis is accepted"
Discussion¶
Related Claims¶
- Video podcast instruction yields higher gain scores than conventional teaching in Educational Psychology among B.Ed students — a broader claim this one bears on
- An outdoor education program produced higher post-test environmental attitudes, uses and concern than traditional lecturing among pre-service classroom teachers — related
- Group learning produced significantly higher mathematics achievement than conventional teaching among rural grade-nine students after a 15-week intervention — related
- The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — related
- In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone — related
- Experimental and control groups did not differ significantly in initial-test grades before the intervention — related
- The experimental and control groups differed significantly on the pre-test before the intervention — reports the opposite
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