Using a module containing critical thinking aspects produces significantly higher academic achievement than the commonly used school module in 8th-grade human circulatory system learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught with the CTa module scored significantly higher on the post-test than students taught with the commonly used module (F=90.562; p-value < 0.05). → Wicaksana 2020

Evidence¶

Wicaksana 2020¶

Wicaksana, Y. D., Widoretno, S., & Dwiastuti, S. (2020). The Use of Critical Thinking Aspects on Module to Enhance Students’ Academic Achievement. International Journal of Instruction, 13(2), 303-314. https://doi.org/10.29333/iji.2020.13221a

q3 · i? · causal · r1

Quasi-experimental pre-test/post-test non-equivalent control group study at SMP PGRI 15 Sukolilo with 27 students per group; ANCOVA with pre-test as covariate showed the groups' post-test achievement were "significantly different (F=90.562; p-value < 0.05)".

"ANCOVA test results showed that students’ academic achievement of experimental and control groups are significantly different (F=90.562; p-value < 0.05)."

Discussion¶

Related Claims¶

• Applying critical thinking aspects on the module makes an effective contribution of 64% to students' academic achievement enhancement — related
• The CTa module reduces the academic achievement gap between students compared with the commonly used module — related
• The experimental group's average achievement enhancement (28.14 points) exceeded the control group's (19.27 points) despite a lower pre-test mean — related
• Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — a broader claim this one bears on
• K.W.L instruction produces significantly higher acquisition of religious concepts than traditional teaching among 8th-grade Jordanian students — a broader claim this one bears on
• Students taught with the animation model significantly outperformed traditionally taught control students on the ATP generation post-test — a broader claim this one bears on