CPS-ALM gains exceed EL gains on most statistical literacy indicators, but analyze-interpretation ability stays in the low category for both groups¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For the AUT-DP (understand text-data presentation) indicator, the CPS group's N-gain (0.60) was double the EL group's (0.30). → Takaria. J 2016 q2 i? For the AA-I (analyze and interpretation) indicator, both groups improved but remained in the low category (N-gain 0.25 and 0.13). → Takaria. J 2016 (2)

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

Per-indicator N-gain averages reported in Table 3 for the quasi-experimental groups. The article states the CPS group's AUT-DP gain was "higher do uble than EL group" (0.60 vs 0,30), both medium level. Descriptive N-gains only; no test statistic per indicator is printed.

"Concept of concentration measure with AUT-DP indic ator is seen that ability of CPS group is higher do uble than EL group with average for each are (0.60 and 0,30), both in medium level."

Takaria. J 2016 (2)¶

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

Table 3 per-indicator result for the same quasi-experiment: the AA-I indicator improved in both groups (CPS-ALM 0.25, EL 0.13) but "still in low category". The authors flag this indicator as needing further enhancement.

"Related with ability to analyze and interpretation (AA-I), it is seen that both groups have average of (0.25 and 0.13). This r esult need to be enhanced because AA-I indicator of CPS-ALM group and EL group are enhanced but still in low category."

Discussion¶

Learner Variables¶

• Statistical Reasoning — outcome: instruction changes it

Related Claims¶

• CPS-ALM instruction produces greater statistical literacy enhancement than expository learning in elementary school student teachers — a broader claim this one bears on
• 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
• Academic self-concept components increased under CPS-ALM, with the self-view-toward-future component rising most (59.38%) — related
• The cross-section question showed the highest gain for both groups, with the simulation group's gain (60%) double the paper group's (30%) — related