Both groups showed statistically significant improvements in attitudes toward mathematics from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Paired-samples t-tests showed significant pre-to-post attitude gains in both groups (EG: t(29)=-4.04, p<.05; CG: t(29)=-2.77, p<.05). → Çakıroğlu 2014

Evidence¶

Çakıroğlu 2014¶

Çakıroğlu, Ü. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/10.14689/ejer.2014.55.12

q2 · i? · causal · r2

Paired-samples t-tests on Mathematics Attitude Questionnaire scores (n=30 per group) showed significant within-group gains: EG from M=3.18 to M=3.53 and CG from M=3.03 to M=3.21. The author concludes that "both the EG and CG students had positive attitudes after the projects".

"The results showed that a significant difference occurred for both EG and CG in the means for pre -attitude and post -attitude scores. For the EG: (M= 3.18; SD= .85 and M= 3.53, SD= 0.74); [ t(29)= -4.04, p<.05]. For the CG: (M= 3.03; SD= 0.72 and M= 3.21; S= 0.72); [ t(29)= -2.77, p< .05]."

Discussion¶

Related Claims¶

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• TGT produced significant positive shifts on two of sixteen mathematics-attitude statements in the experimental group — related
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