Teaching 9th-grade Functions through argumentation produces higher science process skills posttest scores than traditional teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Experiment group students taught with argumentation scored higher on the science process skills posttest (mean 23.47) than control group students taught traditionally (mean 20.73), a statistically significant difference. → Emel Mercan 2017
Evidence¶
Emel Mercan 2017¶
Emel Mercan, Tevfik İşleyen. (2017). Analyzing the Efficiency of Argumentation Based Practices on 9th Grade Functions Subject. Universal Journal of Educational Research 5(7). https://doi.org/10.13189/ujer.2017.050716
q2 · i? · causal · r1
Quasi-experimental pretest-posttest control group study with 30 experiment and 30 control students; independent t-test on SPST scores, reported as significant with t(58)=2.079, p=.042. The article states "this difference is on behalf of the experiment group".
"SPST posttest score average of experiment group students (𝑋D=23.47) who are taught through argumentation method is higher than the scoring average of control group students ( 𝑋 K=20.73)"
Discussion¶
Related Claims¶
- Argumentation-based teaching of Functions yields more positive attitudes toward mathematics than traditional teaching — related
- Participating in argumentation-based lessons increases students' willingness for argumentation — related
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