Claims

Students' explanation (argument, presentation) levels improved after the intervention, though gains were smaller than in vocabulary

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2021 · 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? On the explanation criterion, students at Levels 1-2 fell from 20 on the pre-test to 11 on the post-test, while Level 4 rose from 2 to 6. → Uyen 2021

Evidence

Uyen 2021

Uyen, B. P., Tong, D. H., & Tram, N. T. B. (2021). Developing mathematical communication skills for students in grade 8 in teaching congruent triangle topics. European Journal of Educational Research, 10(3), 1287-1302. https://doi.org/10.12973/eu-jer.10.3.1287

q2 · i? · causal · r1

Rubric-based scoring of the explanation (argument, presentation) criterion in Table 5 for the same 40 students. Pre-test Level 1-4 counts were 7, 13, 18, 2; post-test counts were 5, 6, 23, 6, indicating improvement concentrated in Level 3.

"Explain Pre-test 7 13 18 2 (Argument, presentation) Post-test 5 6 23 6"

Discussion

Page metadata
Field Value
type claim
id explanation-levels-improve-post-test
title Students' explanation (argument, presentation) levels improved after the intervention, though gains were smaller than in vocabulary
description Students' explanation (argument, presentation) levels improved after the intervention, though gains were smaller than in vocabulary
status review
evidence_strength moderate
newest_evidence 2021
generated by process:wiki-ingest on 2026-09-26
trust unverified — no one has confirmed this page's content
sources 1 — uyen-2021

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