CPS-ALM instruction produces greater statistical self-concept enhancement (medium category, N-gain 0.33) than expository learning (low category, N-gain 0.16)¶

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? The CPS-ALM group achieved a self-concept N-gain of 0.33 (medium category) versus 0.16 (low category) for the EL group, a statistically significant difference. → 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

Self-concept was measured with a self-concept scale (SCS) covering conceptual and attitude components, pre and post. A Mann-Whitney U test on N-gain (Table 2: U = 122,000, Z = -5,761, Sig. 1-tailed = 0.000) showed the CPS-ALM group's " average score of (0.33)" exceeded the EL group's 0.16. No standardized effect size is printed.

"Related with student’s statistical self-concept, it is identified that there is difference in student’ s self-concept enhancement between CPS-ALM group and EL gr oup, in which CPS-ALM group achieve average score of (0.33) which is in medium category whereas EL group achieve (0.16) which is in low category."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• CPS-ALM instruction produces greater statistical literacy enhancement than expository learning in elementary school student teachers — related
• CPS-ALM gains exceed EL gains on most statistical literacy indicators, but analyze-interpretation ability stays in the low category for both groups — related
• Academic self-concept components increased under CPS-ALM, with the self-view-toward-future component rising most (59.38%) — related