SS2 students taught set theory with prior presentation of behavioural objectives scored significantly higher on the Mathematics Academic Performance Test than control students taught without them¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group significantly outperformed the control group on the post-test (t = 7.80 > 1.96 at α = 0.05). → M. F. Salman 2012

Evidence¶

M. F. Salman 2012¶

M. F. Salman, L. A. Yahaya, A. Yusuf, M. A. Ahmed & J. O. Ayinla. (2012). Effects of Behavioural Objectives-based Instructional Strategy on Senior School Students’ Academic Performance in Mathematics in Omu-Aran, Nigeria. Journal of Education and Learning, 1(2). https://doi.org/10.5539/jel.v1n2p121

q2 · i? · causal · r2

Quasi-experimental, non-randomized, non-equivalent pre-test/post-test control group study of 179 SS2 students (88 experimental, 91 control) taught set theory for two weeks. Post-test means were 55.86 (SD 10.70) experimental versus 41.88 (SD 13.12) control; the article reports "significant differ ence in the post-test mean scores".

"the calculated t-value was 7.80 and the ttab was 1.96 at α = 0.05 significant level. Since the calculated t-value is greater than that of the table value (i.e., 7.80>1.96) it means that there was significant differ ence in the post-test mean scores of the experimental and the control groups."

Discussion¶

Related Claims¶

• Performance differed significantly across low, medium and high scoring students taught with behavioural objectives, with low scorers benefiting most — related
• Senior secondary students taught with CRAIS achieved significantly higher mathematics posttest scores than students taught with modified conventional teaching strategy — related
• Post-test means favoured the prior knowledge questions group over the control group — related