Two-way ANOVA on post-test performance showed significant main effects of group and achievement subgroup and a significant group-by-subgroup interaction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction between instructional group (storytelling vs control) and achievement subgroup on post-test performance was statistically significant, indicating the storytelling effect depended on achievement level. → Charalambos Lemonidis & Ioanna Kaiafa 2019

Evidence¶

Charalambos Lemonidis & Ioanna Kaiafa 2019¶

Charalambos Lemonidis & Ioanna Kaiafa. (2019). The Effect of Using Storytelling Strategy on Students’ Performance in Fractions. Journal of Education and Learning, 8(2). https://doi.org/10.5539/jel.v8n2p165

q3 · i? · causal · r1

Two-way ANOVA on post-test performance with independent variables group and subgroup; all effects were statistically significant at the 0.05 level, including the interaction F(2,70)=4.04, P=0.022.

"The main effect for “group” yielded an F ratio of F(1,70)= 44.9, p=0.00<0.05. The main effect for “subgroup” yielded an F ratio of F(2.70) = 147.91, p=0.00<0.05. The interaction effect was significant, F(2.70)=4.04, P=0.022<0.05."

Discussion¶

Related Claims¶

• Medium and low achievement students benefited most from storytelling in fraction teaching, while high achievers showed no significant difference — a narrower finding that bears on this claim