Demonstration method was more effective than lecture method in learning economics concepts among secondary school students in Borno State¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students taught economics concepts with the demonstration method scored significantly higher on post-tests than students taught with the lecture method in both schools (t-calculated 2.721 and 2.731 exceeded the t-value of 2.021 at the 0.05 level). → Muhammad 2016
Evidence¶
Muhammad 2016¶
Muhammad, A. U., Bala, D., & Ladu, K. M. (2016). Effectiveness of Demonstration and Lecture Methods in Learning Concept in Economics among Secondary School Students in Borno State, Nigeria. Journal of Education and Practice, 7(12). https://eric.ed.gov/?id=EJ1099610
q2 · i? · causal · r1
Quasi-experimental study with 104 SS1 students in two intact-class schools (26 per group per school), taught for four weeks and assessed with 25 WAEC past-question items. The t-test comparison of post-test means favoured demonstration: "In both schools, demonstration groups performed better than the lecture groups".
"In both schools, demonstration groups performed better than the lecture groups at 0.05% level of significance and t-calculated 2.721 and 2.731 was greater than the t-value of 2.021 in respect of the two schools."
Discussion¶
Related Claims¶
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