The control group taught by teacher-centred instruction showed no statistically significant change in mathematics self-efficacy perceptions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's pre-test to post-test difference in mathematics self-efficacy perception was not statistically significant. → Sare Şengül 2011

Evidence¶

Sare Şengül 2011¶

Sare Şengül. (2011). Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students. Educational Sciences: Theory & Practice, 11(4), 2305-2313. https://dergipark.org.tr/en/pub/estp

q2 · i? · causal · r2

Dependent-group t-test on the 48-student control group taught with teacher-centred activities; no significant difference, t(47)= -1.396, p>.05. The article attributes this to limited activities and passive, receptive roles in teacher-centred lessons. No effect size is printed.

"Results of the dependent group t-test conducted on the mathematics self-efficacy perception scale pre-test and post-test scores of the control group showed no significant difference at a statistical level of significance of 0.05 [t(47)= -1.396, p>.05]."

Discussion¶

Related Claims¶

• Teaching with concept cartoons produced a statistically significant increase in 7th graders' mathematics self-efficacy perceptions within the experimental group — related
• Experimental and control groups were statistically equivalent in mathematics self-efficacy perceptions before the intervention — related
• Post-test mathematics self-efficacy scores differed significantly between the experimental and control groups, in favour of the concept-cartoon group — related