Claims

Each of the six individual basic mathematics skills improves significantly after plasticized-clay activities

Claim · All claims
Evidence · 1 study · causal r1 · 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? Observation, categorize, comparison, classification, order and measurement each scored higher after the activities, significant at P<.01 (t=19.000, 12.616, 9.646, 10.247, 9.374 and 10.247 respectively). → Chumark 2016

Evidence

Chumark 2016

Chumark, C. & Puncreobutr, V. (2016). Developing Basic Mathematical Skills of Pre-School Children by using Plasticized Clay. Journal of Education and Practice, 7(12). https://eric.ed.gov/?id=EJ1099541

q2 · i? · causal · r1

Paired sample T-Tests on each of the six skills (5 questions each) in Table 2 (N=15); every skill's post-test average exceeded its pre-test average at P<.01.

"all the individual skills i.e. observation, categorize, comparison, classification, order, measurement, are higher than before participating in the activities with significant value at P<.01"

Discussion

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