Computer-Based Problem Solving produced significantly higher HOTS post-test scores than expository learning among prospective primary teachers¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a five-week treatment, the CBPS experimental group's HOTS post-test mean was significantly higher than the control group's (ANOVA F = 15.10, p = 0.0004). → Yurniwati 2020

Evidence¶

Yurniwati 2020¶

Yurniwati, & Soleh, D. A. (2020). The Effectiveness of Computer-Based Problem Solving to Improve Higher Order Thinking Skills on Prospective Teachers. International Journal of Instruction, 13(2), 393-406. https://doi.org/10.29333/iji.2020.13227a

q2 · i? · causal · r1

Quasi-experiment with pre-test/post-test control group design; 18 prospective teachers per group studied linear equation and function for five weeks, experimental group using CBPS with GeoGebra, control using expository learning. ANOVA on post-test gave p = 0.0004, described as "statistically significant the difference of HOTS".

"Table 7 indicates that p value = 0.0004 <0.05 is statistically significant the difference of HOTS between Experiment and control group. The post-test mean scores of the experimental group was higher than the post-test mean of the control group."

Discussion¶

Related Claims¶

• The authors report that CBPS enhanced prospective teachers' collaboration and motivation — related
• Normalized gains in HOTS aspects were moderate for communication, reasoning and connection but low for problem solving — related
• Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — related
• Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity — related