Within the experimental group, pre-post gains were significant only for attitudes and uses, while the control group showed no significant change on any dimension¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · 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.
q3 i? Paired-samples t-tests found significant pre-post gains in the experimental group only for environmental attitude and environmental uses (p<.05), and no significant pre-post difference in the control group on any dimension. → Derman et al. 2016
Evidence¶
Derman et al. 2016¶
Aysegul Derman, Elvan Sahin, Esme Hacieminoglu. (2016). Does Outdoor Education Make any Difference in Environmental Literacy of Pre-service Classroom Teachers? INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION, 11(15), 8491-8506. http://creativecommons.org/licenses/by/4.0/
q3 · i? · causal · r1
Paired-samples t-test analysis of pre-post Environmental Literacy Scale scores in both groups. Table 6 prints attitude t=-3.552, p=.001 and uses t=-3.537, p=.001 for the experimental group; concern (p=.078) and knowledge (p=.225) were not significant. No effect sizes are printed.
"Results showed that in control group there was no statistically significant difference between pre -test and post-test scores for all dimensions of environmental literacy. On the other hand, in experimental group statistically significant difference between pre -test and post-test scores was found only for environmental attitude and environmental uses dimensions of environmental literacy (p<.05)."
Discussion¶
Related Claims¶
- Control-group gains were under 1 point per dimension and non-significant only in debugging — related
- An outdoor education program produced higher post-test environmental attitudes, uses and concern than traditional lecturing among pre-service classroom teachers — a broader claim this one bears on
- The experimental and control groups were equivalent on all four environmental literacy dimensions at pre-test — related
- Both groups improved in achievement from pretest to post-test, but only the experimental group showed significant attitude gains — related
- Teacher-centered environmental education produced no significant change in students' environmental attitudes or behaviors across pre-test, post-test and follow-up — related
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