Students taught with academic controversy lessons significantly outperformed students taught by traditional lecture on the TUCE overall post-test score in post-secondary macroeconomics¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a quasi-experimental pretest-posttest comparison of two macroeconomics sections (17 students each), the academic controversy group scored significantly higher than the traditional lecture group on the TUCE overall post-test, t(32) = 2.46, p = .02. → Craig F. Santicola 2015

Evidence¶

Craig F. Santicola 2015¶

Craig F. Santicola. (2015). Academic Controversy In Macroeconomics: An Active And Collaborative Method To Increase Student Learning. American Journal Of Business Education – Third Quarter 2015 Volume 8, Number 3. https://www.clutejournals.com/index.php/AJBE

q2 · i? · causal · r1

Quasi-experimental pretest-posttest study with 34 post-secondary students at a Mid-Atlantic community college, 17 per group, both taught by the researcher; independent samples t-test on TUCE overall scores. The academic controversy group "significantly outperformed" the lecture group; no effect size is printed.

"students receiving the academic controversy treatment (M = 18.35, SD = 5.17) significantly outperformed the students who received traditional lecture (M = 14.29, SD = 4.41), t(32) = 2.46, p = .02"

Discussion¶

Related Claims¶

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• The lecture and academic controversy groups showed no significant difference in TUCE pretest scores, indicating equivalent prior economic knowledge — related