Experiential learning-based Mathematics teaching material improves fifth-graders' Mathematics cognitive ability more than conventional teaching material¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.
q2 i? Fifth-grade students using experiential learning-based Mathematics teaching material achieved higher posttest cognitive ability scores than control students using conventional material (independent t-test significance 0.000, t count 6.321). → Mutmainah 2019
Evidence¶
Mutmainah 2019¶
Mutmainah, Rukayah, Mintasih Indriayu. (2019). Effectiveness of experiential learning-based teaching material in Mathematics. International Journal of Evaluation and Research in Education (IJERE), Vol. 8, No. 1, March 2019, pp. 57-63. http://iaescore.com/journals/index.php/IJERE
q2 · i? · causal · r1
Quasi-experimental matching-only pretest-posttest control group study in two Gunungpati elementary schools; N-gain prerequisite tests passed, then an independent sample t-test on N-gain gave t count 6.321 with significance "0.000", so H0 was rejected.
"The result of independent sample t-test obtained the significance level of 0.000 (Sig. > 0.05), so it can be concluded that H0 is rejected which states that there is no different score between the experimental and control group after being given the different treatment."
Discussion¶
Related Claims¶
- 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
- Grade-7 students taught algebra through Vygotsky's social constructivist approach achieved statistically significantly better posttest outcomes than students taught through traditional one-way teaching — related
- Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods — related
- Multimedia-supported 7E model materials produced significantly higher post-test achievement than traditional teaching in fifth-grade science — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.