Nigerian SS II physics students taught with computer-assisted STAD cooperative learning achieved significantly higher post-test scores than students taught with Individualized Computer Instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test achievement favored the computer-assisted STAD group over the ICI group after controlling for pre-test scores. → Gambarı and Yusuf 2015

Evidence¶

Gambarı and Yusuf 2015¶

Amosa Isiaka Gambarı, Mudasiru Olalere Yusuf. (2015). Effectiveness of Computer-Assisted Stad Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention. Malaysian Online Journal of Educational Technology, 3(3). https://eric.ed.gov/?id=EJ1085945

q2 · i? · causal · r1

ANCOVA of post-test scores for 84 students in two intact classes (46 STAD, 38 ICI) with pre-test as covariate. The treatment main effect was significant: "an F (1, 81) = 5.092, p = .027". Mean gain scores were 44.71 (STAD) versus 41.57 (ICI).

"Table 1 reveals that an F (1, 81) = 5.092, p = .027 for the main effect (treatment) was significant; this indicates that the method of instruction produced a significant effect on the post-test achievement scores of students when covariate effect (pre -test) was controlled."

Discussion¶

Related Claims¶

• 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 — 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
• Gender showed no significant difference in post-test performance among students taught physics with computer-assisted STAD — related
• Retention of physics content: the Results section reports a significant STAD-versus-ICI difference at p = 0.053, while the Discussion reports no significant difference in retention — related
• Physics students taught with the Inquiry Training model based on JITT show higher problem-solving ability than students taught with cooperative learning in General Physics II — related
• The STAD group showed a larger descriptive gain in problem solving ability than the PBL group. — related