Daily mathematical routines involving logical challenges significantly increased 3rd-grade girls' introjected extrinsic motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 In a quasi-experimental pretest-posttest study, girls in the daily-routines group developed their introjected extrinsic motivation significantly more than control girls (η2 = 0,134). → Thomas Rajotte 2016

Evidence¶

Thomas Rajotte 2016¶

Thomas Rajotte, Christine Marcotte, Lisa Bureau-Levasseur. (2016). Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue. Universal Journal of Educational Research 4(10): 2386-2391. https://doi.org/10.13189/ujer.2016.041017

q2 · i0 · causal · r1

ANCOVA comparing the first experimental group (daily routines with five types of logic challenges, N=48) with the control group (N=38), reported in Table 2 for girls (df error 33). The article reports "the effect size ... is important (η2 = 0,134)".

"The results showed that girls in the first experimental group developed their extrinsic motivation (F=5,092; p ≤ 0,05)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Playing mathematical board games at school significantly increased 3rd-grade boys' introjected extrinsic motivation — related
• Self-efficacy and performance goal motivation did not change significantly in any of the three groups — related