After treatment, demonstration-method students significantly outperform conventional-approach students in financial accounting achievement, with a large effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 ANCOVA with pre-test as covariate found a significant difference in post-test financial accounting achievement favouring the demonstration method group over the conventional approach group, with partial eta squared = .840. → Inuwa 2018

Evidence¶

Inuwa 2018¶

Inuwa, U., Abdullah, Z., & Hassan, H. (2018). A Mixed-Method Study of the Effect of the Demonstration Method on Students' Achievement in Financial Accounting. International Journal of Instruction, 11(4), 577-592. https://eric.ed.gov/?id=EJ1191665

q3 · i3 · causal · r2

ANCOVA on post-test FAAT scores in the 4-week pre-test-post-test-control group experiment (60 demonstration, 60 control), pre-test as covariate. The article reports F (1,117) = 612.369, p =.000, and a large effect size, partial eta squared = .840 (Cohen, 1988).

"the result of ANCOVA documented in Table 3 shows the significant difference between the financial accounting achievement of students who were exposed to the demonstration method and that of those who were exposed to the conventional approach (F (1,117) = 612.369, p =.000, partial eta squared =.840)"

Discussion¶

Related Claims¶

• Before treatment, demonstration-method and conventional-approach students show no significant difference in financial accounting achievement — related
• Descriptive post-test means show the demonstration group (M = 58.57) scored higher than the control group (M = 48.13) — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related