A network-supported function-based generative activity intervention produced significantly larger 2010 algebra test score gains than traditional instruction in Singapore secondary schools¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2012 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Students taught with the function-based networked generative intervention had significantly greater 2010 test score gains than the control group, with effect size partial Eta Square = 0.101. → Laxman 2012

Evidence¶

Laxman 2012¶

Kumar Laxman. (2012). Conceptualizing Alternative Ways of Curricular Teaching Through Technology. li-manager's Journal on School Educational Technology. https://eric.ed.gov/?id=EJ1101699

q2 · i2 · causal · r2

Quasi-experimental pre-post study in two Singapore government schools; experimental classes (8) taught function-based networked generative activities, control classes (7) traditional algebra. ANOVA on gain scores showed "a significant treatment effect of the intervention on 2010 test score gains" with printed effect size partial Eta Square = 0.101.

"The ANOVA test showed a significant treatment effect of the intervention on 2010 test score gains (F(1, 527) = 59.2, p< 0.001, partial Eta Square = 0.101."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• The intervention also produced significantly higher 2009 post-test scores when PSLE scores were used as a covariate — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related