Experimental-group students showed a significant increase in attitude towards mathematics from pre-test to post-test after multimedia instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the experimental group, post-test attitude scores were significantly higher than pre-test scores (t = 7.762, p = .000). → Muthulakshmi and Veliappan 2015

Evidence¶

Muthulakshmi and Veliappan 2015¶

P. Muthulakshmi, A. Veliappan. (2015). Effectiveness of an Interactive Multimedia Learning Package in Developing Attitude Towards Mathematics. i-manager's Journal on School Educational Technology, Vol. 11, No. 3, December 2015 - February 2016. https://eric.ed.gov/?id=EJ1131820

q2 · i? · causal · r1

Within-group pre-post comparison for the 21 multimedia-taught experimental students. Table 6 reports pre-test mean 189.19 (SD 29.378) and post-test mean 210.62 (SD 26.886), t = 7.762, p = .000, S at 5% level.

"the calculated t-value (7.762) is greater than table value (0.5197) for df (20) at 5% level of significance. Hence, the null hypothesis is rejected. It shows that, there is no significant difference between the pretest and post-test scores of the experimental group"

Discussion¶

Related Claims¶

• Standard IX students taught with an interactive multimedia learning package show significantly higher post-test attitude towards mathematics than students taught by the traditional method — related
• Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
• Control and experimental groups did not differ significantly in pre-test attitude towards mathematics after homogeneity matching — related