Students taught agricultural science with the demonstration method achieved significantly higher post-test scores than students taught with the conventional lecture method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with the demonstration method recorded significantly higher mean achievement scores than those taught with the conventional lecture method. → Daluba 2013

Evidence¶

Daluba 2013¶

Daluba, Noah Ekeyi. (2013). Effect of Demonstration Method of Teaching on Students' Achievement in Agricultural Science. World Journal of Education, 3(6). doi:10.5430/wje.v3n6p1

q2 · i? · causal · r2

Quasi-experimental pre-test post-test control group study of 480 SSII students in six Nigerian secondary schools, analyzed with ANCOVA. The calculated F-ratio of 273.73 exceeded the table value, so the null hypothesis of no difference was rejected.

"Since the calculated F-ratio was greater than table F-value at df1, 476 at 0.05 level of significance, the stated null hypothesis is therefore rejected meaning there was significant difference between the mean achievement scores of students taught with demonstration method and conventional lecture method."

Discussion¶

Related Claims¶

• The demonstration method produced a larger mean gain in achievement scores than the conventional lecture method — possibly the same claim (merge candidate)
• Male students scored higher than female students on the agricultural science achievement test under both teaching methods — related
• Descriptive post-test means show the demonstration group (M = 58.57) scored higher than the control group (M = 48.13) — possibly the same claim (merge candidate)
• Discussion method produced higher chemistry achievement than lecture method in a quasi-experiment with SSII students — related
• The study's null hypothesis of no pre-test/post-test difference in scores was rejected — related
• Demonstration method was more effective than lecture method in learning economics concepts among secondary school students in Borno State — related
• Both demonstration and lecture methods were effective in improving academic performance in economics concepts — related