Cognitive apprenticeship instruction produced no significant differences from traditional instruction on post-treatment problem-solving, final, and standardized mathematics exams in community college technical mathematics¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1992 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? No significant differences were found between the apprenticeship and control groups on the post-treatment examinations, even when prior ability was used as a covariate. → Johnson 1992

Evidence¶

Johnson 1992¶

Johnson, Scott D.; Fischbach, Rita McDonough. (1992). Teaching Problem Solving and Technical Mathematics Through Cognitive Apprenticeship at the Community College Level. National Center for Research in Vocational Education. https://eric.ed.gov/?id=ED352455

q2 · i? · causal · r1

Quasi-experiment in community college technical mathematics: two teachers each taught one cognitive apprenticeship and one traditional class (35 vs 29 enrolled). Table 1 reports non-significant comparisons on the problem-solving exam, final exam, and MPE posttest, with ANOVA and ANCOVA using the MPE pretest as covariate. The study reports "No significant differences were found" between groups.

"No significant differences were found between the test scores of the apprenticeship group and the control group on the post-treatment examinations (see Table 1). The lack of significant differences between the two groups on the mathematics and problem-solving exams was true even when prior ability, as determined by the MPE pretest, was used as a covariate."

Discussion¶

Related Claims¶

• The review reports that cognitive apprenticeship instructional methods were significantly more effective than traditional methods for college-level writing skills — the general claim this finding bears on, with the studies behind it
• Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment — related
• Teacher-by-method interaction was significant on the standardized MPE posttest, with control-group performance dependent on the teacher — related
• Attrition did not differ significantly between cognitive apprenticeship and control sections, and withdrawing students did not cite the instructional method — related
• Hourly-exam differences between groups occurred on trigonometry tests rather than algebra tests — related
• Algebra ability level differences appear on both criteria with no treatment-by-ability interaction — related
• Middle school students began the study with weak information problem-solving knowledge and especially weak application ability — related
• Objective learning gains did not differ significantly by condition in the primary ANCOVA, but KBD showed a significant positive effect on learning gains in exploratory regressions accounting for learner covariates — related
• Random assignment produced treatment and control groups balanced in mathematical preparedness before the intervention — related