Descriptive post-test means show the demonstration group (M = 58.57) scored higher than the control group (M = 48.13)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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.
q3 i? The mean post-test achievement score of demonstration-method students was greater than that of conventional-approach students. → 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 · i? · causal · r2
Descriptive statistics (Table 2) from the same experiment: demonstration group M = 58.57, SD = 3.456; control group M = 48.13, SD = 4.264. These are descriptive means; the inferential test is reported separately in the ANCOVA claim.
"the mean achievement score of students who were exposed to the demonstration method (M = 58.57, SD = 3.456) was greater than the mean achievement score of students who were exposed to the conventional approach (M = 48.13, SD = 4.264)"
Discussion¶
Related Claims¶
- After treatment, demonstration-method students significantly outperform conventional-approach students in financial accounting achievement, with a large effect — related
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- Before treatment, demonstration-method and conventional-approach students show no significant difference in financial accounting achievement — related
- SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
- Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods — related
- Students taught with ICT obtained higher mean Economics Achievement Test scores than control students — related
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