Cooperative learning, systematic teaching, and constructivist approaches each significantly raise 4th-grade social studies achievement from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All four groups showed statistically significant pre-test to post-test achievement gains, indicating each instructional approach positively impacted achievement. → Korkmaz Toklucu 2016

Evidence¶

Korkmaz Toklucu 2016¶

Korkmaz Toklucu, S., & Tay, B. (2016). The effect of cooperative learning method and systematic teaching on students' achievement and retention of knowledge in social studies lesson. Eurasian Journal of Educational Research, 66, 315-334. http://dx.doi.org/10.14689/ejer.2016.66.18

q3 · i? · causal · r2

Paired samples t tests comparing pre- and post-test scores for all four groups in the pretest-posttest control group experiment. The article reports "statistically significant differences between pre-test and post-test achievement scores" for every group, with all t values printed above.

"there are statistically significant differences between pre-test and post-test achievement scores of experiment and control groups [(t(27)= -11.524; p<0.05); (t (25) = -13.001; p<0.05); (t (27) = -8.011; p<0.05); (t (27) = -7.745; p<0.05)]"

Discussion¶

Related Claims¶

• Cooperative learning, systematic teaching, and constructivist teaching in control group 1 secured knowledge retention, but the constructivist approach failed in control group 2 — related
• No significant post-test achievement differences between cooperative learning, systematic teaching, and constructivist groups — related