The Dual Impact of Pre-Test Sensitisation and the Cognitive Acceleration Through Science Education Programme Using the Solomon Four-Group Design

Many studies have investigated the Cognitive Acceleration through Science Education (CASE) programme, demonstrating its impact on students’ reasoning and learning development across different educational contexts. Likewise, numerous experimental investigations have employed the Solomon Four-Group Design (SFGD) to control for pre-test sensitisation and improve the validity of intervention studies. However, despite the extensive use of both frameworks independently, no previous research has integrated them within a single study. The present research therefore combines the theoretical foundations of CASE with the methodological rigour of the SFGD to explore the influence of intervention and pre-test effects on learners’ cognitive growth. This study demonstrates the dual impact of pre-test sensitisation and the CASE programme on middle school students using an experimental design. The study was conducted with 88 students divided into four groups: two experimental and two control following the Solomon Four-Group Design to account for pre-test sensitisation and its potential interaction with the treatment. Statistical analyses revealed that the observed effects were not solely attributable to the CASE program but were significantly influenced by combined effects of pre-test sensitisation and treatment. This study therefore explores both the methodological challenges associated with pre-test sensitisation as well as its role in shaping the educational outcomes of the Cognitive Acceleration program. The findings contribute to a deeper understanding of the conditions under which cognitive acceleration programs can be effectively implemented and evaluated in educational contexts, highlighting the necessity of considering pre-test sensitisation when interpreting intervention effects.