The CTa module reduces the academic achievement gap between students compared with the commonly used module¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The post-test score gap in the experimental group (22.86) was lower than in the control group (25.72), and the abstract states the experimental group's achievement gap is lower than the control group's. → 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 · r2

Post-test results in Table 4 for 27 students per group show the experimental group's score gap of 22.86 versus the control group's 25.72; the article reports the "gap score of 22.86" against 25.72 descriptively, with no statistical test of the gap difference.

"The lowest and highest score in experimental group were 57.14 and 80, with gap score of 22.86, whereas 48.57 and 74.29, with gap score of 25.72 in control group."

Discussion¶

Related Claims¶

• 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 — 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
• Applying critical thinking aspects on the module makes an effective contribution of 64% to students' academic achievement enhancement — related