Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a six-week treatment, the experimental analogy group (mean 15.05) scored significantly higher than the control group (mean 14.29) on the NOCAT post-test (t = 3.278, Sig. = 0.002). → Nawaf Ahmad Hasan Samara 2016

Evidence¶

Nawaf Ahmad Hasan Samara 2016¶

Nawaf Ahmad Hasan Samara. (2016). Effectiveness of Analogy Instructional Strategy on Undergraduate Student's Acquisition of Organic Chemistry Concepts in Mutah University, Jordan. Journal of Education and Practice, 7(8). https://eric.ed.gov/?id=EJ1095360

q2 · i? · causal · r2

Quasi-experimental pre-test/post-test study with one experimental group (n=38) taught with ten analogies and one control group (n=44) taught traditionally, both classes of the same teacher. The article reports a "significant difference in achievement" with t = 3.278, Sig. = 0.002; no effect size is printed.

"After the treatment (post-test), experimental group had mean score of 15.05 while control group had 14.29. The results in Table 2 showed that there is significant difference in achievement between those students taught using analogy instructional strategy and tho se who were taught using traditional method (t = 3. 278, Sig. = 0.002 < 0.05)."

Discussion¶

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