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)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The experimental group's GWAS scores rose significantly from pretest (X=3.58) to posttest (X=3.82), t(22) = -4.445, p<.001, d=0.93. → Aykut Emre Bozdogan 2011 q2 i? The control group's pretest-posttest attitude difference was not statistically meaningful, t(23) = -1.647, p>.05, d=0.33. → Aykut Emre Bozdogan 2011 (2)

Evidence¶

Aykut Emre Bozdogan 2011¶

Aykut Emre Bozdogan. (2011). The Effects of Instruction with Visual Materials on the Development of Preservice Elementary Teachers' Knowledge and Attitude Towards Global Warming. TOJET: The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932241

q2 · i3 · causal · r1

Related-samples t-test of GWAS scores for the 23 experimental-group preservice teachers (Table 4): mean rose from 3.58 to 3.82, a statistically meaningful gain with printed effect size d=0.93.

"This difference between pre and posttest scores was statistically meaningful and in favor of the posttest (t (22) = -4.445, p<.001). Correlation between the pre and posttest scores of the experimental group was 0.732, and impact factor was d=0.93."

Aykut Emre Bozdogan 2011 (2)¶

Aykut Emre Bozdogan. (2011). The Effects of Instruction with Visual Materials on the Development of Preservice Elementary Teachers' Knowledge and Attitude Towards Global Warming. TOJET: The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932241

q2 · i? · causal · r1

Related-samples t-test of GWAS scores for the 24 control-group preservice teachers (Table 5): mean moved from 3.60 to 3.70 with no statistically meaningful difference; the article prints d=0.33 but reports the test as non-significant.

"This difference between pre and posttest scores was not statistically meaningful (t (23) = -1.647, p>.05). Correlation between the pre and posttest scores of the control group was 0.761, and impact factor was d=0.33."

Discussion¶

Related Claims¶

• 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
• All six interviewed experimental-group preservice teachers said visual materials changed their outlook on global warming and made them follow related news more attentively — related
• Instruction with visual materials rectified more global warming misconceptions than traditional instruction (about 40% versus about 12% success) — related
• Environmentally friendly behaviors increased far more in the visual-materials group (about 65%) than in the control group (about 4%) — related
• Both experimental and control preservice teachers held knowledge gaps and misconceptions about global warming before instruction, most commonly that global warming happens due to ozone layer depletion — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — related
• Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related