The web-based ITS did not significantly influence retention one month after instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The difference between the retention test scores of the two groups sorted by post-test scores was not statistically significant (F(1-77) = 0.71, p > 0.05). → Karaci 2018

Evidence¶

Karaci 2018¶

Karaci, A., Akyuz, H. I., Bilgici, G., & Arici, N. (2018). Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention. International Journal of Computer Applications, 181(16). https://eric.ed.gov/?id=ED588768

q3 · i? · causal · r1

ANCOVA of retention test scores administered one month after the post-test in the same controlled experiment. Corrected means were 15.680 (experimental) and 15.433 (control); the difference was "not statistically significant" and equivalence was not separately tested.

"Table 8 shows that the difference between the retention test scores of the two groups sorted by post -test scores was not statistically significant (F(1 -77) = 0.71, p > 0.05). The two groups demonstrated equal retention scores, which reveals that intervention did not influence learning retention."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• ANCOVA of post-test scores covarying pre-test scores confirms the ITS group outperformed the face-to-face group — related