Gender did not significantly interact with concept mapping to affect achievement, but a significant interaction of group and method emerged for cooperative learning¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For concept mapping, gender did not significantly interact with method to influence achievement (p = 0.099), while method alone had a significant effect, F(1,65) = 38.052, p = 0.000. → T. D. Bot & John E. Eze 2016 q2 i? For cooperative learning, there was a significant interaction effect of group and method of teaching, F(1,65) = 6.588, p = 0.011. → T. D. Bot & John E. Eze 2016 (2)

Evidence¶

T. D. Bot & John E. Eze 2016¶

T. D. Bot & John E. Eze. (2016). Effects of concept mapping and cooperative learning strategies on senior secondary school students' achievement in trigonometry in Kano state, Nigeria. European Journal of Science and Mathematics Education, 4(1), 56-66. https://eric.ed.gov/?id=EJ1107765

q2 · i? · causal · r2

ANCOVA interaction analysis for the concept mapping condition (Table 8): gender × method p = 0.099, reported as not significant despite the article's confusing phrasing; method effect "F (1,65) = 38.052", p = 0.000.

"gender does not significantly interact with method to influence the students’ mean achievement scores in trigonometry when taught using concept mapping. The statistics however indicated that method of teaching has a significant effect on the groups since F (1,65) = 38.052"

T. D. Bot & John E. Eze 2016 (2)¶

T. D. Bot & John E. Eze. (2016). Effects of concept mapping and cooperative learning strategies on senior secondary school students' achievement in trigonometry in Kano state, Nigeria. European Journal of Science and Mathematics Education, 4(1), 56-66. https://eric.ed.gov/?id=EJ1107765

q2 · i? · causal · r2

ANCOVA interaction analysis for the cooperative learning condition (Table 9): gender × method F(1,65) = 6.588, p = 0.011, reported significant; method effect F(1,65) = 79.072, p = 0.000.

"there is a significant interaction effect of group and method of teaching (cooperative learning strategy) regarding the achievement of students in trigonometry since F(1,65) = 6.588 and p‐value of 0.011 is strictly less than α=0.05"

Discussion¶

Related Claims¶

• SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
• Under concept mapping instruction, male students achieved significantly better than female students in trigonometry — reports the opposite
• Cooperative Learning Improves Achievement — related
• Science-classroom studies of cooperative learning show mixed results, with several null or negative comparisons — related