Discussion strategy produces significantly better academic performance in Electrical Installation than lecture strategy¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught Electrical Installation with discussion strategy achieved higher post-test scores and mean gains than students taught with lecture strategy, a statistically significant difference. → Vincent E. Onweh and Udeme Timothy Akpan 2014

Evidence¶

Vincent E. Onweh and Udeme Timothy Akpan 2014¶

Vincent E. Onweh and Udeme Timothy Akpan. (2014). Instructional strategies and students’ academic performance in electrical installation in technical colleges in Akwa Ibom State: Instructional skills for structuring appropriate learning experiences for students. International Journal of Educational Administration and Policy Studies. https://doi.org/10.5897/IJEAPS2014.0347

q2 · i? · causal · r2

Quasi-experimental comparison of intact classes taught with discussion versus lecture, analysed by ANCOVA with pre-test as covariate. The article reports "the mean gain score of discussion strategy (11.25) is greater than the mean gain score of lecture strategy (7.60)"; ANCOVA gave a calculated F of 20.638 against a critical F of 3.07, so the null hypothesis was rejected.

"Table 1 shows that the mean gain score of discussion strategy (11.25) is greater than the mean gain score of lecture strategy (7.60). The post-test mean score of discussion strategy (17.00) is also greater than that of lecture strategy (13.77) with a difference of 3.23."

Discussion¶

Related Claims¶

• Demonstration strategy has the most significant effect on students’ academic performance in Electrical Installation among the four strategies compared — related
• Scheffe multiple comparisons rank the four strategies: demonstration highest, then inquiry, then discussion, with lecture lowest — related
• Ninth graders taught pre-vocational education with practical presentations had higher raw post-test means than peers taught by lecturing, but the pre-test-adjusted difference was reported at p = 0.053 — related
• Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity — related
• Students taught chemical bonding with the demonstration method scored higher on the post-test than students taught by lecture method — related