Web-assisted conceptual change texts produced significantly higher three-month permanency test scores than classic texts (U = 67, p = 0.011)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mann Whitney U test on permanency scores three months after instruction showed significantly higher scores for the experimental group (rank average 21.06) than the control group (rank average 12.69), U = 67, p = 0.011. → Taş 2015

Evidence¶

Taş 2015¶

Taş, E., Gülen, S., Öner, Z., & Özyürek, C. (2015). The effects of classic and web-designed conceptual change texts on the subject of water chemistry. International Electronic Journal of Elementary Education, 7(2), 263-280. https://eric.ed.gov/?id=EJ1057892

q2 · i? · causal · r2

Mann Whitney U test on three-stage permanency scores administered three months post-instruction, experimental (N=17) versus control (N=16). The article reports ""U" value was found to be 67 while "p" value was found to be 0,011 (p < 0.05)" with rank averages 21.06 versus 12.69.

"As can be seen from Table 5, "U" value was found to be 67 while "p" value was found to be 0,011 (p < 0.05)."

Discussion¶

Related Claims¶

• Conceptual error reduction was more durable in the web-assisted group (61%) than the control group (3.8%) three months after instruction — related
• Web-assisted conceptual change texts reduced 8th graders' conceptual errors in water chemistry more than classic conceptual change texts (65% vs. 14% error reduction) — related
• Web-assisted conceptual change texts produced significantly higher three-stage post-test scores than classic conceptual change texts (U = 103, p = 0.038) — related
• 8th and 9th graders held multiple persistent conceptual errors about water chemistry despite prior instruction — related
• Both groups improved significantly from pretest to posttest, and the experimental group's posttest scores significantly exceeded the control group's — related