Claims

Cooperative learning students significantly outperformed conventional-approach students in financial accounting achievement after a four-week treatment

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 After a four-week treatment, the financial accounting achievement of students taught with cooperative learning was significantly better than that of students taught with the conventional approach, with a large effect size (partial eta squared = .929). → Inuwa 2017

Evidence

Inuwa 2017

Inuwa, U., Abdullah, Z. & Hassan, H. (2017). Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students. International Journal of Instruction, 10(3), 31-46. https://doi.org/10.12973/iji.2017.1033a

q3 · i3 · causal · r2

ANCOVA on post-test scores with pre-test as covariate in a randomized pre-test-post-test-control group design (N = 120, 60 per group). The article reports F (1,117) = 1526.442, p = .000, with the printed effect size partial eta squared = .929, described as a large effect.

"The Results shows in Table 3 reveals that there was a statistically significant difference between the financial accounting achievement of students who were exposed to the cooperative learning approach and that of those who were exposed to the conventional approach, F (1,117) = 1526.442, p = .000, partial eta squared = .929."

Discussion

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