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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The experimental group taught with games achieved significantly better than the control group taught with conventional lecture method (p < 0.05, F = 304.956 for treatment group). → Okpube Nnaemeka Michael 2016

Evidence¶

Okpube Nnaemeka Michael 2016¶

Okpube Nnaemeka Michael, Anugwo M. N. (2016). Card Games and Algebra Tic Tacmatics on Achievement of Junior Secondary II Students in Algebraic Expressions. International Journal of Evaluation and Research in Education (IJERE). http://iaesjournal.com/online/index.php/IJERE

q3 · i? · causal · r2

Quasi-experimental pre-test, post-test, non-randomized control group study of 240 JS2 students (136 experimental, 104 control) in Ebonyi State, Nigeria; ANCOVA with pretest as covariate rejected the null hypothesis. The experimental group's adjusted mean was 72.51 (SD 10.52) versus 54.08 (SD 7.04) for controls, showing "significant difference in achievement of students between the experimental group and the control group".

"The analysis of covariance resu lt presented in Table 4 shows that there is significant difference in achievement of students between the experimental group and the control group (p ‹ 0.05)."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

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