Both groups improved from pre-test to post-test, but the experiment group's within-group gains in mastery goal and achievement were larger than the control group's¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experiment group's mastery goal post-test scores were significantly higher than its pre-test scores, a large sized within-group effect. → Soon Singh Bikar Singh 2016 q2 i? The experiment group's achievement post-test scores were significantly higher than its pre-test scores, a large sized within-group effect. → Soon Singh Bikar Singh 2016 (2)

Evidence¶

Soon Singh Bikar Singh 2016¶

Soon Singh Bikar Singh, Balan Rathakrishnan, Sabariah Sharif, Rosy Talin, Oliver Valentine Eboy. (2016). The Effects of Geography Information System (GIS) Based Teaching on Underachieving Students' Mastery Goal and Achievement. The Turkish Online Journal of Educational Technology, 15(4). https://eric.ed.gov/?id=EJ1117621

q2 · i? · causal · r1

Pairwise comparison within the experiment group (n=44) at alpha .05; the article reports the difference was significant, F (1, 43) = 35.58, p = .004, representing a large sized effect with partial eta squared = .453.

"The experiment group’s post-test scores ( M = 20.39, SD = 2.86) were higher than the pre-test scores ( M = 17.07, SD = 2.13)."

Soon Singh Bikar Singh 2016 (2)¶

Soon Singh Bikar Singh, Balan Rathakrishnan, Sabariah Sharif, Rosy Talin, Oliver Valentine Eboy. (2016). The Effects of Geography Information System (GIS) Based Teaching on Underachieving Students' Mastery Goal and Achievement. The Turkish Online Journal of Educational Technology, 15(4). https://eric.ed.gov/?id=EJ1117621

q2 · i? · causal · r2

Pairwise comparison within the experiment group on achievement; the article reports the difference was significant, F (1, 43) = 194.03, p = .001, representing a large sized effect with partial eta squared = .819.

"The experiment group post-test scores (M = 65.75, SD = 9.34) were higher than the pre-test scores ( M = 41.74, SD = 9.15)."

Discussion¶

Related Claims¶

• GIS-based teaching produced significantly higher post-test achievement scores than traditional teaching among underachieving Geography students, with a large-sized between-group effect — related
• GIS-based teaching produced significantly higher post-test mastery goal scores than traditional teaching among underachieving Geography students, with a medium-sized between-group effect at post-test — related
• Both the graphic-novel and traditional-activity groups improved significantly from pre-test to post-test, with a larger gain in the experimental group — related
• Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — related
• Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group — related
• Both experimental and control students showed significant pre-to-post gains on the Newton's Laws achievement test — related
• Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — related
• Students taught with Razalas' Method of Grouping achieved significantly higher gain scores than students in Individual Learning in Integral Calculus — related