The web-assisted six thinking hats intervention significantly increased students' attitudes towards computers compared to the control group.¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2008 · 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? Post-test computer attitude scores were significantly higher for the experimental group than the control group. → Ercan 2008
Evidence¶
Ercan 2008¶
Ercan, O., & Bilen, K. (2008). Effect of Web Assisted Education Supported by Six Thinking Hats on Students’ Academic Achievement in Science and Technology Classes. International Journal of Environmental & Science Education, 3(3). https://eric.ed.gov/?id=EJ1092413
q2 · i? · causal · r1
Independent samples t-test comparing post-test Computer Attitude Scale scores of the two groups; the article reports "t(48) = 2.323; p = 0.024" in favor of the experimental group.
"As shown in Table 9, there are significant differences between the experimental group students’ post-test computer attitude scores and the control group students’ post-test computer attitude scores [t(48) = 2.323; p = 0.024]."
Discussion¶
Related Claims¶
- The web-assisted six thinking hats intervention significantly increased students' attitudes towards science compared to the control group. — related
- Students' attitudes towards computers did not differ significantly based on owning a computer or gender, and paternal education level had no significant effect on attitudes or achievement. — related
- A six-hats-based training program produces larger achievement gains in Islamic concepts than usual teaching among university students — related
- 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 — related
- Reciprocal teaching produced significantly more favourable attitudes towards Islamic culture than the traditional method — related
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