Claims

Preschool children's overall basic mathematics scores rise significantly after plasticized-clay art activities (p<.01, t=26.458)

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? The overall average level of basic skill in mathematics after participation was higher than before, significant at P<.01 with t=26.458 (pre-test M=8.800, post-test M=22.133). → 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-Test comparing pre-test and post-test on the 30-point researcher-made tool for the same 15 children (Table 2). Total basic skill rose from 8.800 (S.D. 1.1464) to 22.133 (S.D. 1.3557).

"the overall average level of basic skill in mathematics is higher than before participating in the activities with significant value at P<.01 and t= 26.458"

Discussion

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