Seventh-grade pupils taught chemical content with a virtual laboratory acquired more knowledge than pupils taught without dynamic visualization¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group (mean 32.19) scored significantly higher than the control group (mean 23.02) on the total knowledge test after the experiment (t = 8.850, P = 0.000). → Herga et al. 2014

Evidence¶

Herga et al. 2014¶

Nataša Rizman Herga, Milena Ivanuš Grmek, Dejan Dinevski. (2014). Virtual Laboratory as an Element of Visualization when Teaching Chemical Contents in Science Class. TOJET: The Turkish Online Journal of Educational Technology, 13(4). https://eric.ed.gov/?id=EJ1043246

q3 · i? · causal · r1

Quasi-experimental didactic experiment with 109 seventh-grade pupils from five schools (EG n = 62, CG n = 47), March–May 2011, testing knowledge of "Substances, their properties and changes" and "Pure substances and compounds". The t-test showed the EG mean of 32.19 exceeded the CG mean of 23.02, "statistically significant (t = 8.850, P = 0.000)".

"The difference in the arithmetic mean between the pupils in the experimental and control groups was statistically significant (t = 8.850, P = 0.000)."

Discussion¶

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