Students taught Elementary Algebra with e-books showed significantly higher mathematical critical thinking gains than students taught with conventional textbooks¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental (e-book) class achieved a significantly better increase in mathematical critical thinking ability than the control (conventional textbook) class, per Mann-Whitney U = 235,000, p = 0.009. → Mursalin 2019

Evidence¶

Mursalin 2019¶

Mursalin. (2019). The Critical Thinking Abilities in Learning Using Elementary Algebra E-Books: A Case Study at Public Universities in Indonesia. Malikussaleh Journal of Mathematics Learning (MJML), 2(1), 29-33. https://doi.org/10.29103/mjml.v2i1.2292

q2 · i? · causal · r1

Non-parametric Mann-Whitney test (SPSS 18) on N-gain scores from a nonrandomized pretest-posttest control group quasi-experiment; the article reports "Asymp. Sig. (2-tailed) 0.009" and Mann-Whitney U of 235,000, so H0 was rejected.

"Based on Table 4, it can be seen that the value of Sig. < α = 0.05, so H0 is rejected. That is, there is an increase in mathematical critical thinking skills that are taught using the Elementary Algebra E-book, and better than the mathematical critical thinking skills of students who are taught by using conventional textbooks significantly."

Discussion¶

Related Claims¶

• Normalized gain in mathematical critical thinking was 0.83 in the e-book class versus 0.76 in the conventional-textbook class — a narrower finding that bears on this claim
• Posttest critical thinking scores averaged 11.64 in the e-book class versus 9.41 in the control class, with pretest means of 4.42 and 4.31 — a narrower finding that bears on this claim
• N-gain score distributions differed in normality between classes: the experimental class's N-gain was not normally distributed while the control class's was — related
• A debate model in yellow book learning can increase students' critical thinking skills relative to conventional learning models — related
• Students taught with the LAPS-Heuristic model show higher critical thinking skills than students taught conventionally on demand and supply material in vocational economics — related
• First-grade students taught with tablet e-textbooks showed significant pre-test to post-test improvement in core curriculum achievement — a broader claim this one bears on