Blended web-based learning with Getsmart significantly improves Year 12 physics Knowledge and Complex Reasoning post-test scores relative to a comparison class¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i2 medium
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Design limits · Chandra 2012: groups were assigned but students were analysed as independent · Chandra 2012 (2): groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)

Subclaims¶

q2 i2 Treatment students scored significantly higher on post-test Knowledge (partial η² = .136) and Complex Reasoning (partial η² = .144) than comparison students after covariate adjustment. → Chandra 2012 q2 i? The multivariate GROUP effect was significant (F = 7.337, p < .001, partial η² = .245) across the three performance dimensions. → Chandra 2012 q2 i? The main effect was not significant for Science Processes (p = .247), a domain the website was not designed to enhance. → Chandra 2012 (2)

Evidence¶

Chandra 2012¶

Chandra, Vinesh & Watters, James J. (2012). Re-thinking physics teaching with web-based learning. Computers and Education, 58(1), 631-640. https://doi.org/10.1016/j.compedu.2011.09.010

q2 · i2 · causal · r1

MANCOVA of pre/post scores in a non-equivalent groups design with treatment (N=48) and comparison (N=32) Year 12 students. The article reports "The main effect is significant for Knowledge and Complex Reasoning but not for Science Processes", with Table 5 printing partial η² of .136 (Knowledge) and .144 (Complex Reasoning) for GROUP.

"The main effect is significant for Knowledge and Complex Reasoning but not for Science Processes."

Chandra 2012 (2)¶

Chandra, Vinesh & Watters, James J. (2012). Re-thinking physics teaching with web-based learning. Computers and Education, 58(1), 631-640. https://doi.org/10.1016/j.compedu.2011.09.010

q2 · i? · causal · r1

In the same MANCOVA, the GROUP effect on Science Processes was not significant (p = .247 in Table 5). The authors note "Since the website was not designed to enhance students‟ science process skills, the main effect was not significant for this domain."

"Since the website was not designed to enhance students‟ science process skills, the main effect was not significant for this domain."

Discussion¶

Related Claims¶

• Students report positive attitudes towards studying physics in the blended web-based environment — related
• A hierarchical internal knowledge organization facilitates performance on complex recall and problem-solving tasks more than a single-level organization of the same knowledge — related