Pre-service teachers taught probability with the ABSL approach achieved significantly higher post-test scores than those taught with traditional methods¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group taught with ABSL outperformed the control group taught with traditional methods on the Probability Achievement Test post-test (t=4.929, p=.000<.050). → Ömer Sinan Can 2016

Evidence¶

Ömer Sinan Can 2016¶

Ömer Sinan Can, Tevfik İşleyen. (2016). Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach. Journal of Education and Practice, Vol.7, No.33. https://eric.ed.gov/?id=EJ1122873

q2 · i? · causal · r1

Quasi-experimental study of 41 third-year pre-service teachers (experimental n=20, control n=21) in a public Turkish university; Independent Samples t-Test on post-test scores after five weeks of instruction, with Levene's test showing variances were not statistically different (p>.050). No effect size printed.

"a statistical significant difference was found between the post-test score averages of the experimental group and control group in favor of the experimental gr oup (X experimental =16.950> X control =10.238) and this difference is statistical significant (t=4.929, p=.000<.050)"

Discussion¶

Related Claims¶

• Both ABSL and traditionally taught groups showed statistically significant pre-test to post-test achievement gains in probability — related
• Simulation-based probability teaching significantly improved experimental-group prospective teachers' test scores from pre-test to final test — related