Animation-with-narration CAI produced significantly higher solid geometry achievement than lecture method among senior secondary students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test achievement differed significantly across CAI(AT), CAI(AN) and lecture groups, with Scheffe post-hoc showing a significant difference between CAI(AN) and lecture favoring CAI(AN). → Gambari 2014

Evidence¶

Gambari 2014¶

Gambari, I. A., Ezenwa, V. I., & Anyanwu, R. C. (2014). Comparative Effects of Two Modes of Computer-Assisted Instructional Package on Solid Geometry Achievement. Contemporary Educational Technology, 5(2), 110-120. https://eric.ed.gov/?id=EJ1105561

q3 · i? · causal · r2

Pretest-posttest experimental control group study with 120 SSII students in Minna, Nigeria, randomly assigned to AT, AN or lecture conditions for six weeks. ANOVA gave F = 11.468, df = 117, p = 0.000, and post-hoc means were AN = 73.80 versus lecture = 54.43, with the "significant difference between CAI(AN) and the lecture method groups".

"the Scheffe's post-hoc test revealed a significant difference between CAI(AN) and the lecture method groups, favoring CAI(AN)"

Discussion¶

Related Claims¶

• Animation-with-text CAI did not significantly outperform lecture method on solid geometry achievement — related
• No significant difference in solid geometry achievement between animation-with-narration and animation-with-text CAI groups — related