Web-assisted instruction with emotional intelligence content produced higher post-test academic achievement, environmental attitudes and emotional intelligence than traditional lecture in 8th-grade energy-saving instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Post-test differences in AAT, EAS and EIS scores all favored the experimental group, each statistically significant. → Ercan 2017

Evidence¶

Ercan 2017¶

Ercan, O., Ural, E., & Köse, S. (2017). The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes Towards Environment and Emotional Intelligence. Science Education International, 28(1), 78-94. https://eric.ed.gov/?id=EJ1143753

q2 · i? · causal · r2

Pre-test-post-test control group quasi-experiment with 60 experimental and 60 control 8th graders in two schools; independent samples t-tests on post-test scores. The article reports significant differences "in f avor of the experimental group" on all three measures; no effect sizes are printed.

"The results display that there is a statistically significant difference between the AAT scores of the groups [t(118)=8.118; p=0.000 < 0.01], EAS scores of the groups [t(118)=3.634; p=0.000 <0.01] and EIS scores of the groups [t(118)=3.778; p=0.000 <0.01] in f avor of the experimental group."

Discussion¶

Learner Variables¶

• Emotional Intelligence — outcome: instruction changes it

Related Claims¶

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