Senior secondary students taught with CRAIS achieved significantly higher mathematics posttest scores than students taught with modified conventional teaching strategy¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Treatment with CRAIS produced a statistically significant main effect on students' achievement in mathematics compared with modified conventional teaching strategy. → Sabainah Oyebola Akinoso 2015
Evidence¶
Sabainah Oyebola Akinoso 2015¶
Sabainah Oyebola Akinoso. (2015). Teaching Mathematics in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World: The Use of Concrete – Representational – Abstract Instructional Strategy. JISTE Vol. 19, No. 1, 2015. https://eric.ed.gov/?id=EJ1177074
q2 · i? · causal · r2
Pretest-posttest, control group, quasi-experimental study of 191 SS II students in four public schools in Ibadan, analysed by ANCOVA. The CRAIS group's adjusted posttest mean was 21.32 versus 19.07 for the control, and "treatment has significant effect on students’ achievement in mathematics".
"From Table 2, treatment has significant effect on students’ achievement in mathematics (F (1, 190) = 3.31; p< .05). Hypothesis 1 is, therefore, not rejected."
Discussion¶
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