The video-based cooperative group outperformed competitive, individualized, and conventional groups on geometry post-test scores¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Scheffe post-hoc tests showed COOVIP (mean 86.00) significantly outperformed COMVIP (74.67), IVIP (71.67), and CVIP (60.20). → Gambari 2016 q3 i? COMVIP (74.67) significantly outperformed IVIP (71.67), which significantly outperformed CVIP (60.20). → Gambari 2016 (2)

Evidence¶

Gambari 2016¶

Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321

q3 · i? · causal · r1

Scheffe post-hoc analysis of post-test means for the four groups (n = 30 each). The article reports COOVIP (X = 86.00) significantly higher than COMVIP (X = 74.67); no effect size is printed.

"The result in Table 3 indicates that there was significant difference in the posttest mean scores of students exposed to COOVIP (X = 86.00) and those exposed to COMVIP (X = 74.67)."

Gambari 2016 (2)¶

Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321

q3 · i? · causal · r1

Scheffe post-hoc results also showed significant differences between COMVIP (74.67) and IVIP (71.67), and between IVIP (71.67) and CVIP (60.20), establishing the ordering cooperative > competitive > individualized > conventional; no effect size is printed.

"Significant difference was also established in the posttest mean scores of students exposed to IVIP (X = 71.67) and those exposed to CVIP (X = 60.20)."

Discussion¶

Related Claims¶

• Video-based instructional strategy produces significant post-test performance differences among cooperative, competitive, individualized, and conventional groups in geometry — a broader claim this one bears on
• Gender has no influence on performance under video-based individualized or conventional instruction in geometry — related