Both groups improved in achievement from pretest to post-test, but only the experimental group showed significant attitude gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Significant attitude-scale gains occurred in the experimental group on the whole scale and both sub-scales, while the control group showed no significant difference. → Elif Ozata Yucel 2015

Evidence¶

Elif Ozata Yucel 2015¶

Elif Ozata Yucel, Muhlis Ozkan. (2015). Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2579

q2 · i? · causal · r2

Paired-samples t-tests on EAS scores within groups (Table 6). "a significant increase occurred in the scores achieved by the experimental group students in the dimensions of Behavior and Feeling, Thought, and Willingness to Act, as well as the scores achieved in the entire scale", while the control group showed no significant difference.

"While a significant increase occurred in the scores achieved by the experimental group students in the dimensions of Behavior and Feeling, Thought, and Willingness to Act, as well as the scores achieved in the entire scale measuring environmental attitudes, no significant difference occurred in the case of the control group students (Table 6)."

Discussion¶

Related Claims¶

• The experimental group's pretest-to-post-test attitude gain was significantly larger than the control group's, but the behavior dimension showed no significant difference — related
• Descriptive gains show the experimental group's attitude change exceeded the control group's, and pretesting had no effect on the intervention — related
• Students taught with the e-learning module showed a significantly larger gain in attitudes from pre-test to post-test than students taught by the conventional method — related