Integrating the CPS strategy into a web-based cooperative learning environment produced significantly better problem-solving attitudes than web-based cooperative learning alone or traditional lecturing in an accounting course¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After 8 weeks of experimental teaching, students taught with CPS on web-based CL (EG1) scored significantly higher on overall problem-solving attitudes than students taught with web-based CL alone (EG2) or traditional lecturing (CG), as shown by a significant MANCOVA (Wilk's Λ=.83, p<.001) and post-hoc comparisons. → CHENG Kai Wen 2011 q2 i? No significant difference was observed between EG2 (web-based CL alone) and CG (traditional lecturing) on post-test problem-solving attitudes, suggesting web-based CL without the CPS strategy did not improve problem-solving attitudes over lecturing. → CHENG Kai Wen 2011 (2)

Evidence¶

CHENG Kai Wen 2011¶

CHENG Kai Wen. (2011). When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education. New Horizons in Education, 59(1), 106-118. https://eric.ed.gov/?id=EJ955493

q2 · i? · causal · r2

Quasi-experimental study of 162 first-year university students in three intact classes in a 4-year hotel management program. MANCOVA on post-test problem-solving attitudes with pre-test as covariate showed a significant difference (Wilk's Λ=.83, p<.001), and ANCOVA showed a significant difference in overall score (F=14.94, p<.001).

"Using the pre-test results as the covariance, the result of MANCOV A on the post-test was shown that a significant difference could be discovered (Wilk's Λ=.83, p < . 0 0 1 )."

CHENG Kai Wen 2011 (2)¶

CHENG Kai Wen. (2011). When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education. New Horizons in Education, 59(1), 106-118. https://eric.ed.gov/?id=EJ955493

q2 · i? · causal · r2

In the same quasi-experimental study, post-hoc comparisons of adjusted post-test means showed no significant difference between EG2 (web-based CL) and CG (traditional lecturing) on problem-solving attitudes, while EG1 significantly outperformed both.

"However, no significant difference was observed between EG2 and CG."

Discussion¶

Related Claims¶

• Web-supported well-structured problem-solving instruction produced higher academic achievement in an introductory C programming course than web-supported traditional instruction — related
• Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course — related
• Students in the three groups had significant differences in problem-solving attitudes before the experimental teaching began — related