The lecture-based control group showed no significant achievement change over the three-week period¶

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? The control group's pretest (M = 7.90) and posttest (M = 9.65) scores did not differ significantly, t(84) = -1.256, p > .05; equivalence was not tested. → Abdus Salam 2015

Evidence¶

Abdus Salam 2015¶

Abdus Salam, Anwar Hossain, & Shahidur Rahman. (2015). Effects of using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh. Malaysian Online Journal of Educational Technology, 3(3). https://eric.ed.gov/?id=EJ1085938

q2 · i? · causal · r1

Results for the 43-student control group taught by the lecture method: "no significant differences of pretests and posttests scores of the control group," with a slight increase of 1.75 points. No effect size is printed.

"Table 1 also shows no significant differences of pretests and posttests scores of the control group. On pretest they scored M = 7.90 whereas on Posttest they scored M = 9.65, t (84) = -1.256, p > .05."

Discussion¶

Related Claims¶

• Achievement goal motivation declined significantly in the control group over the four-week traditional teaching period — related
• Grade VIII students taught mathematics with the TGT web-based game technique showed a significant pretest-to-posttest achievement gain over three weeks — related
• Control-group pre-K children showed no statistically significant change on either measure over the ten-week period — related