Computer-assisted STAD and LTM cooperative settings produced significantly higher physics motivation than individualized computer instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The main effect of instruction on motivation was significant (F = 64.627, p = 0.000) with pretest motivation controlled. → Gambari et al. 2015 q2 i? Scheffe post-hoc tests showed significant motivation differences favoring STAD (4.068) over LTM (3.686) and ICI (2.845). → Gambari et al. 2015 (2)

Evidence¶

Gambari et al. 2015¶

Amosa Isiaka Gambari, Mudasiru Olalere Yusuf, David Akpa Thomas. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. The Malaysian Online Journal of Educational Science, Volume 3, Issue 4. https://eric.ed.gov/?id=EJ1085925

q2 · i? · causal · r1

ANCOVA of post-survey Physics Motivational Scale scores (23-item, four-point instrument, reliability .82) across the STAD, LTM and ICI groups with pre-motivation as covariate.

"Table 9 revealed that an F (1, 90) = 64.627, p = 0.000 for the main effect (motivation) was significant, this indicates that the method of instruction produced motivation among the three groups."

Gambari et al. 2015 (2)¶

Amosa Isiaka Gambari, Mudasiru Olalere Yusuf, David Akpa Thomas. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. The Malaysian Online Journal of Educational Science, Volume 3, Issue 4. https://eric.ed.gov/?id=EJ1085925

q2 · i? · causal · r1

Scheffe post-hoc analysis of motivation means (Table 10); the article also reports significant differences between STAD (X = 4.068) and ICI (2.845) and between STAD and LTM (p = 0.003).

"It also indicates significant difference in the post-test mean scores of students exposed to LTM (X = 3.686) and those exposed to ICI (2.845)."

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
• No significant achievement difference between male and female students taught physics with computer-assisted Learning Together — related