Claims

Web-assisted conceptual change texts produced significantly higher three-stage post-test scores than classic conceptual change texts (U = 103, p = 0.038)

Claim · All claims
Evidence · 1 study · causal r1 · 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? Mann Whitney U test showed significantly higher post-test scores for the experimental group (rank average 22.94) than the control group (rank average 15.65), U = 103, p = 0.038. → 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 · r1

Mann Whitney U test on three-stage post-test scores of experimental (N=17) and control (N=20) groups. The article reports ""U" value was found to be 103 while "p" value was found to be 0.038 (p < 0.05)" with rank averages of 22.94 (experimental) versus 15.65 (control).

"As can be seen from Table 4, "U" value was found to be 103 while "p" value was found to be 0.038 (p < 0.05)."

Discussion

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