Across all four measured HOTS skills, the experimental group's posttest means exceeded the control group's, and pretest-posttest values were significantly linear¶

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? Descriptive results showed the experimental group's average score was greater than the control group's for every mathematical skill measured, and ANOVA indicated significant linearity of pretest and posttest values for both groups. → Tambunan 2019

Evidence¶

Tambunan 2019¶

Hardi Tambunan. (2019). The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students' Mathematical Capabilities in High Order Thinking Skills. International Electronic Journal of Mathematics Education, 14(2), 293-302. https://doi.org/10.29333/iejme/5715

q2 · i? · causal · r1

Descriptive statistics and ANOVA summary tables from the SPSS version 21 analysis of the quasi-experiment (n = 138 experimental, n = 139 control). All ANOVA Sig. values were .000 for both groups across the four skills.

"Table 2 shows that for all mathematical skills, the average score of the experimental group is greater than the control group. Table 3 shows that for both groups, the pretest and posttest values were significantly linear."

Discussion¶

Related Claims¶

• Computer-Based Problem Solving produced significantly higher HOTS post-test scores than expository learning among prospective primary teachers — related
• The experimental group's average achievement enhancement (28.14 points) exceeded the control group's (19.27 points) despite a lower pre-test mean — related
• Form Four students taught statistical reasoning with Fathom outperformed control-group students on posttest statistical reasoning scores after controlling for pretest — related
• The Experimental group significantly outperformed the Control group on each post-test variable, including Content, Organization, Expression and Mechanical Accuracy — related
• Normalized gain in mathematical critical thinking was 0.83 in the e-book class versus 0.76 in the conventional-textbook class — related
• Prospective teachers taught Mathematics with a multimedia package scored significantly higher on the post-test than peers taught with Active Learning Methodology — related
• SimCalc replacement units produced statistically significant pretest-to-posttest gains in conceptual understanding with student-level effect sizes of .63, .50, and .56 in three Texas experiments — related
• Both groups improved from pretest to posttest, with most experimental students passing the KKM threshold of 60 — related