Experimental group also scored higher than control group on post-test academic achievement¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · 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? The experimental group's post-test learning achievement (mean 30.67) was higher than the control group's (mean 27.50) at the .05 level of significance. → Chaipichit et al. 2015
Evidence¶
Chaipichit et al. 2015¶
Dudduan Chaipichit, Nirat Jantharajit and Sumalee Chookhampaeng. (2015). Development of learning management model based on constructivist theory and reasoning strategies for enhancing the critical thinking of secondary students. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2193
q2 · i? · causal · r1
Comparison of post-test learning achievement scores between the experimental group (n = 33) and control group (n = 30) in the Phase 3 implementation study, reported as significant at the .05 level.
"Furthermore, the experimental group's post-test learning achievement was higher than the control group's at a .05 level of significance. The experimental group's average score was 30.67, while the control group's average score was 27.50."
Discussion¶
Related Claims¶
- 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
- The control group's academic achievement also rose significantly from pre-test to post-test under guidebook-based teaching — related
- The control group's pre-test to post-test difference in Mathematics achievement was not statistically significant — related
- The experimental group's academic achievement rose significantly from pre-test to post-test under activity-based poster teaching — related
- The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group — related
- Prospective teachers taught Mathematics with a multimedia package scored significantly higher on the post-test than peers taught with Active Learning Methodology — related
- Model effectiveness reached 76.30/77.47 on critical thinking and 76.30/76.67 on achievement — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.