Before the cooperative strategy was applied, the experimental and control groups showed no significant difference in laboratory report scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? During the first three experiments, when both groups used individualistic learning, the control group's mean (80.67) and the experimental group's mean (80.33) did not differ significantly, t = -0.277, p = 0.808. → Tawfik A. Saleh 2011

Evidence¶

Tawfik A. Saleh 2011¶

Tawfik A. Saleh. (2011). Statistical Analysis of Cooperative Strategy Compared with Individualistic Strategy: An Application Study. The Journal of Effective Teaching, 11(1), 19-27. https://www.uncw.edu/jet/

q2 · i? · causal · r1

Pre-application analysis of report scores during the first three experiments, when both groups were taught individualistically; Table 2 reports means of 80.67 and 80.33 with SDs of 7.30 and 7.40, and the null hypothesis was accepted at alpha = 0.05. Equivalence was not tested beyond this non-significant t-test.

"The mean difference of 0.34, t = -0.277, P = 0.808 indicated that the difference of the results between the control group and the experimental group was not significant ( p > 0.05)."

Discussion¶

Related Claims¶

• Students taught with a cooperative learning strategy scored significantly higher on laboratory reports than students taught with an individualistic strategy in a general chemistry laboratory course — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related
• The cooperative group scored significantly higher than the individualistic group on the final semester examination in the general chemistry laboratory course — related