Nigerian secondary students taught physics with computer-assisted STAD and LTM cooperative strategies achieved significantly higher posttest scores than students taught with individualized computer instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instructional strategy produced a significant main effect on posttest achievement scores when pretest was controlled (F = 52.084, p = 0.000). → Gambari et al. 2015 q2 i? Scheffe post-hoc tests showed significant differences between STAD (mean 82.40) and ICI (69.53), and between LTM (75.47) and ICI (69.53). → Gambari et al. 2015 (2)

Evidence¶

Gambari et al. 2015¶

Amosa Isiaka Gambari, Mudasiru Olalere Yusuf, David Akpa Thomas. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. The Malaysian Online Journal of Educational Science, Volume 3, Issue 4. https://eric.ed.gov/?id=EJ1085925

q2 · i? · causal · r2

ANCOVA of posttest Physics Achievement Test scores for 90 SSII students in three schools randomly assigned to STAD, LTM or ICI, with pretest as covariate. The article reports "an F (1, 90) = 52.084, p = 0.000" for the treatment main effect.

"Table 2 revealed that an F (1, 90) = 52.084, p = 0.000 for the main effect (treatment) was significant; this indicates that the method of instruction produced a significant effect on the posttest achievement scores"

Gambari et al. 2015 (2)¶

Amosa Isiaka Gambari, Mudasiru Olalere Yusuf, David Akpa Thomas. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. The Malaysian Online Journal of Educational Science, Volume 3, Issue 4. https://eric.ed.gov/?id=EJ1085925

q2 · i? · causal · r1

Scheffe post-hoc analysis of group mean scores in the same ANCOVA study. The article also reports a significant difference between LTM (X = 75.47) and ICI (69.53), and between STAD and LTM in Table 3.

"Significant difference was also established in the post-test mean scores of students exposed to STAD (X = 82.40) and those exposed to ICI (X = 69.53)."

Discussion¶

Related Claims¶

• Computer-assisted STAD and LTM cooperative settings produced significantly higher physics motivation than individualized computer instruction — related
• No significant achievement difference between male and female students taught physics with computer-assisted STAD — related
• All three groups gained from pretest to posttest, with the computer-assisted STAD group showing the highest mean gain score in physics achievement — related
• No significant achievement difference between male and female students taught physics with computer-assisted Learning Together — related