Both teaching methods improved students' post-test scores over their pre-test scores in mathematics learning achievement and problem solving ability.¶
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? Descriptive statistics show both groups scored higher on post-tests than pre-tests in both outcome measures. → Tawachai Rattanatumma and Dr.Vichian Puncreobutr 2016
Evidence¶
Tawachai Rattanatumma and Dr.Vichian Puncreobutr 2016¶
Tawachai Rattanatumma and Dr.Vichian Puncreobutr. (2016). Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099565
q2 · i? · causal · r1
Descriptive statistics from Table 1 show PBL group means rose from 22.480 to 26.000 and STAD group means rose from 23.960 to 28.080 in mathematics learning achievement. Table 2 shows similar gains in problem solving ability for both groups.
"From the table 1, it is inferred that Mathematics L earning Achievement of students in both the groups taught through Problem Based Learning and STAD model of Co operative-Based Learning secured high scores than before."
Discussion¶
Related Claims¶
- Students taught through the STAD model of cooperative learning achieved significantly higher problem solving ability than students taught through problem-based learning. — related
- Students taught through the STAD model of cooperative learning achieved significantly higher mathematics learning achievement than students taught through problem-based learning. — related
- The control group showed no significant pre-test to post-test difference under conventional teaching — related
- All three concept mapping strategies enhanced students' problem-solving performance in chemistry from pre-test to post-test — related
- The STAD group showed a larger descriptive gain in problem solving ability than the PBL group. — a narrower finding that bears on this claim
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