The existing Science and Technology curriculum produced no significant pre-to-post change in 6th graders' problem solving skills test scores¶

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? Control group students' pre-test and post-test problem solving skills scores did not differ significantly after five weeks of the existing curriculum. → Koc Akran 2019

Evidence¶

Koc Akran 2019¶

Koc Akran, S., & Gurbuzturk, O. (2019). Effect of layered curriculum in problem solving skills of students in science and technology course. International Journal of Educational Methodology, 5(1), 135-150. https://doi.org/10.12973/ijem.5.1.147

q2 · i? · causal · r1

Quasi-experimental pre-test-post-test paired control group study; t-test on the researcher-developed Problem Solving Skills Test for the 30-student control group. Means rose from "74,90" to "75,88" but the difference was not significant; equivalence was not tested.

"pre-test problem solving skills point average of the control group is = 74,90 out of 100 points, and post-test problem solving skills is = 75,88; but significant differentiation was not observed between pre-test and post-test point averages [t(29)= 1,424; p>0.05]"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Layered Curriculum activities produced a significant pre-to-post gain in experimental students' problem solving skills scores — related
• Experimental group students significantly outperformed control group students on the post-test of problem solving skills — related