Both ABSL and traditionally taught groups showed statistically significant pre-test to post-test achievement gains in probability¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's probability achievement increased significantly from pre-test to post-test (z=-3.923, p=.000<.050). → Ömer Sinan Can 2016 q2 i? The control group's probability achievement also increased significantly from pre-test to post-test (z=-4.021, p=.000<.050). → Ömer Sinan Can 2016 (2)

Evidence¶

Ömer Sinan Can 2016¶

Ömer Sinan Can, Tevfik İşleyen. (2016). Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach. Journal of Education and Practice, Vol.7, No.33. https://eric.ed.gov/?id=EJ1122873

q2 · i? · causal · r1

Wilcoxon Signed Rank Test on the experimental group's (n=20) pre-test and post-test Probability Achievement scores, used because pre-test scores were not normally distributed. No effect size printed.

"statistical significant di fferences were found between the pre-test and post-test scores of the experimental group (z=-3.923 , p=.000<.050). As a result of the teaching probability with the Argumentation Based Science Learning Approach, th e pre- service teachers’ achievements on the subject of probability increased"

Ömer Sinan Can 2016 (2)¶

Ömer Sinan Can, Tevfik İşleyen. (2016). Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach. Journal of Education and Practice, Vol.7, No.33. https://eric.ed.gov/?id=EJ1122873

q2 · i? · causal · r1

Wilcoxon Signed Rank Test on the control group's (n=21) pre-test and post-test scores after traditional-method instruction. No effect size printed.

"statistical significant differences were found between the Probability Achievement pre-test and post-test scores of the control group (z=- 4.021, p=.000<.050). As a result of the teaching probability with the traditional method, the achievements of all the pre-service teachers on the subject of probability increased"

Discussion¶

Related Claims¶

• Pre-service teachers taught probability with the ABSL approach achieved significantly higher post-test scores than those taught with traditional methods — related