Both demonstration and lecture methods were effective in improving academic performance in economics concepts¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? Post-test means rose substantially above pre-test means for both the demonstration group (e.g., 19.34 to 67.80 in School A) and the lecture group (19.23 to 55.38 in School A). → Muhammad 2016
Evidence¶
Muhammad 2016¶
Muhammad, A. U., Bala, D., & Ladu, K. M. (2016). Effectiveness of Demonstration and Lecture Methods in Learning Concept in Economics among Secondary School Students in Borno State, Nigeria. Journal of Education and Practice, 7(12). https://eric.ed.gov/?id=EJ1099610
q2 · i? · causal · r1
Descriptive statistics from Tables 1a and 1b show large pre-to-post gains for both methods over the four-week treatment with 25 WAEC multiple-choice items. The article reports these as descriptive means without a within-group significance test.
"On post-test re sults, the mean of demonstration group was 64.30 an d standard deviation of 17.26, while the mean of lecture group was 55.38 and standard deviation of 13.89 for scho ol A and School B."
Discussion¶
Related Claims¶
- Demonstration method was more effective than lecture method in learning economics concepts among secondary school students in Borno State — related
- Students taught chemical bonding with the demonstration method scored higher on the post-test than students taught by lecture method — related
- Students taught agricultural science with the demonstration method achieved significantly higher post-test scores than students taught with the conventional lecture method — related
- Discussion method produced higher chemistry achievement than lecture method in a quasi-experiment with SSII students — related
- Senior secondary Geography students taught with PowerPoint presentation scored significantly higher on post-test achievement than students taught with the lecture method — related
- Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity — related
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