The web-assisted virtual material produced no statistically significant change in students' attitudes toward science and technology lesson¶
Claim · All claims
Evidence · 1 study · causalr2·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? Post-test attitude scores did not differ significantly between experimental and control groups. → Taş 2015
Evidence¶
Taş 2015¶
Erol Taş. (2015). The Effects of Activity and Gain Based Virtual Material on Student’s Success, Permanency and Attitudes towards Science Lesson. Journal of Education and Training Studies, 3(5). https://doi.org/10.11114/jets.v3i5.817
q2 · i? · causal · r2
Attitude Scale for Science and Technology lesson (27 items, Cronbach-α 0.919) administered pre, post, and three weeks later to both groups of 35. Post-test means were 51.2857 (EG) and 52.1429 (CG); "No statistically significant difference was found between the post -test results".
"No statistically significant difference was found between the post -test results of the experimental and control group students (t (69) = 0.262, p>0.05)."
Discussion¶
Related Claims¶
- The animation-assisted 5E application produced a significant pre-to-post attitude change in the experimental group while the control group's attitudes did not change — related
- No significant association was found between students' achievement and their attitudes toward the science lesson in either group — related
- Visual-materials instruction produced a statistically significant within-group increase in global warming attitudes (d = 0.93), while traditional instruction did not (d = 0.33) — related
- When pretest scores were controlled, the posttest attitude difference between the visual-materials and traditional groups was not statistically significant, though the experimental group's adjusted mean was higher — related
- Attitudes toward mathematics did not differ significantly between the VM-enriched ePBL group and the traditional PBL group after the intervention — related
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