Performance differed significantly across low, medium and high scoring students taught with behavioural objectives, with low scorers benefiting most¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · 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? ANCOVA showed a significant difference among the three scoring levels (F = 4.833, p = .010). → M. F. Salman 2012
q2 i? The authors interpret that low scorers were the most beneficiary of the instructional strategy. → 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
Analysis of Covariance on the experimental group (n = 88) categorized into low, medium and high scorers by pre-test performance, with pre-test as covariate (F = 0.663, p = .418). Group effect F = 4.833, Sig. .010; the null hypothesis was rejected.
"Table 3 shows the Analysis of Covariance F-test with the F value of 4.833at 0.010significant level. Thus the calculated F-value is less than the critical value (p<0.05). This implies that there is significant difference in the Mathematics academic performance scor es of students exposed to behavi oural objective-based instructional strategy at the three different levels of low, medium and high in set theory."
Discussion¶
Related Claims¶
- 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 — related
- Achievement level significantly differentiated posttest performance among students taught with PowerPoint, with high achievers outperforming medium and low achievers — related
- All achievement levels benefited from PowerPoint instruction, with mean gains for high, medium and low achievers alike — related
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