CPS-ALM instruction produces greater statistical literacy enhancement than expository learning in elementary school student teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with the CPS-ALM model showed a statistically significantly higher N-gain in statistical literacy than students taught by expository learning. → Takaria. J 2016

Evidence¶

Takaria. J 2016¶

Takaria. J, Rumahlatu. D. (2016). The Effectiveness of CPS-ALM Model in Enhancing Statistical Literacy Ability and Self Concept of Elementary School Student Teacher. Journal of Education and Practice, Vol.7, No.25. https://eric.ed.gov/?id=EJ1115857

q2 · i? · causal · r2

Quasi-experimental Nonequivalent Pretest-Posttest Control Group study with class randomization; experiment group received CPS-ALM, control group expository learning. The Mann-Whitney U test on N-gain gave "Sig. (1-tailed) of 0.00 is smaller than 0.05", so Ho was rejected. No effect size is printed.

"By usin g Mann-Whitney –U test like presented in Table 1, i t is identified that Sig. (1-tailed) of 0.00 is smaller than 0.05 which means that Ho is rejected, thus it can be said that there is difference on enhancement between stud ents who are taught by CPS-ALM model and EL."

Discussion¶

Learner Variables¶

• Statistical Reasoning — outcome: instruction changes it

Related Claims¶

• CPS-ALM gains exceed EL gains on most statistical literacy indicators, but analyze-interpretation ability stays in the low category for both groups — a narrower finding that bears on this claim
• Academic self-concept components increased under CPS-ALM, with the self-view-toward-future component rising most (59.38%) — related
• CPS-ALM instruction produces greater statistical self-concept enhancement (medium category, N-gain 0.33) than expository learning (low category, N-gain 0.16) — related