WebQuest instruction shows no significant immediate effect on ninth-grade mathematics achievement at posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Immediately after the treatment, experimental and control groups did not differ significantly on the achievement test. → Yenmez 2017

Evidence¶

Yenmez 2017¶

Yenmez, A. A., Özpinar, İ., & Gökçe, S. (2017). Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050913

q3 · i? · causal · r2

Independent-samples t-test on posttest scores of the 39-student experimental and 39-student control groups after the four-week treatment. The experimental mean (70.9) was descriptively higher than the control mean (67.7), but "no statistically significant mean difference" was found (t(76)=0.884, p=.379).

"However, independent samples t-test results of posttest indicate that there is no statistically significant mean difference between the groups as shown in Table 3 (t (76) = 0,884, p>,05)."

Discussion¶

Related Claims¶

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• WebQuest instruction does not significantly change 7th-graders' attitudes towards science compared with classical teaching — related
• On a control-aligned portal test taken immediately after instruction, GPA-based groups showed no significant difference from the control group — related