The virtual material did not significantly improve knowledge permanency three weeks after the unit, while the control group's scores declined significantly¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group showed no statistically significant difference between post-test and permanency test achievement scores. → Taş 2015 q2 i? The control group showed a statistically significant decrease from post-test to permanency test. → Taş 2015 (2)

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 · r1

Permanency test administered three weeks after the unit ended in the quasi-experiment with 35 students per group. Experimental group scores decreased slightly from 71.8857 to 68.6857, but "no statistically significant difference was found in the permanence of knowledge".

"When the permanence results of the experimental group students were examined, no statistically significant difference was found in the permanence of knowledge (t(69) = 1.033, p>0.05)."

Taş 2015 (2)¶

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

In the same permanency comparison, control group post-test scores fell from 57.6000 to 50.0571 three weeks later; the article reports "a statistically negative difference was found in control group students" (t(69) = 2.736, p<0.05).

"However, a statistically negative difference was found in control group students (t(69) = 2.736, p<0.05)."

Discussion¶

Related Claims¶

• Three weeks after the experiment, retest grades showed a very slight decrease in both groups, but experimental-group students with home Internet access showed no decrease — related
• The experimental group showed no significant score decline between post-test and four-week retention test, while the control group declined significantly — related
• Knowledge gained through performing-arts teaching persisted: permanence-test scores four weeks later showed no significant drop from posttest and remained higher than the control group — related
• Active learning-based education shows a more permanent effect on achievement than traditional methods four weeks after instruction — related
• MIT-based teaching produced significantly higher permanence-test scores three weeks after instruction than conventional teaching — related