Courseware on the discontinuous nature of matter increases junior high students' understanding of the particle concept for both male and female students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using the discontinuous-nature-of-matter courseware increased students' understanding of the particle concept, with a total average N-gain of 0.54 (middle category), for both male (0.45) and female (0.65) groups. → Sopandi 2018

Evidence¶

Sopandi 2018¶

Sopandi, W., Kadarohman, A., Rosbiono, M., Latip, A., & Sukardi, R. R. (2018). The Courseware of Discontinuous Nature of Matter in Teaching the States of Matter and Their Changes. International Journal of Instruction, 11(1), 61-76. https://doi.org/10.12973/iji.2018.1115a

q2 · i? · causal · r1

One-group pretest-posttest quasi-experiment with 65 students (particle-concept sample) using structure-oriented teaching assisted by the courseware; N-gain computed per Hake (1999). The article reports the "effectiveness of the courseware" as 54% overall, a middle-category gain.

"The total N-gain average (male and female data were combined) is 0.54. This score suggests that the effectiveness of the courseware in increasing students' understanding on the particle concept as a whole is 54%."

Discussion¶

Related Claims¶

• No significant gender difference in particle-concept gains from the courseware (male N-gain 0.45 vs female 0.65, p = 0.265) — related
• Gains in drawing the sub-microscopic level of changing states of matter after a courseware unit did not differ significantly between male and female students — related