Discovery learning produces significantly greater improvement in junior high students' mathematical analogical ability than expository teaching¶

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

Subclaims¶

q2 i? Students taught with the discovery learning method showed significantly higher normalized gain in mathematical analogical ability than students taught with the expository method (sig. 0.001 < 0.05). → Maarif 2016

Evidence¶

Maarif 2016¶

Maarif, S. (2016). Improving junior high school students' mathematical analogical ability using discovery learning method. International Journal of Research in Education and Science (IJRES), 2(1), 114-124. https://eric.ed.gov/?id=EJ1105169

q2 · i? · causal · r1

Quasi-experiment with two intact seventh-grade classes (36 students each) at SMPN 13 Jakarta; experimental class used discovery learning, control class expository. Normalized gain means were 0.631 (discovery) versus 0.493 (expository); the two-way ANOVA learning factor gave "significance Two Line 0.001 < 0.05". Table 4 reports F = 12.737, p = .001 for the learning factor.

"Based on the value of 0.493 ANOVA test, it is obtained significance Two Line 0.001 < 0.05, which means an increased ability to obtain a mathematical analogy of learning by discovery method better than those gained by learning expository method."

Discussion¶

Related Claims¶

• Improvement in mathematical analogical ability differs significantly by students' initial ability category, with higher initial ability associated with higher gain — related
• Experimental and control classes were equivalent in mathematical analogical ability before treatment — related
• No significant interaction between learning method and initial ability category on mathematical analogical gain — related
• CPS-ALM instruction produces greater statistical literacy enhancement than expository learning in elementary school student teachers — related