Experimental group students reached three of four quadratic functions acquisitions at the .75 criterion level while control students reached none, and neither group reached the fourth acquisition¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On post-test item difficulty indices, test group students acquired the acquisitions measured by items 1, 2, and 3 at the .75 level while control group students acquired none of the acquisitions. → Övez 2018 q3 i? Both groups failed to reach the acquisition measured by the fourth item (showing solution sets of inequalities on graphs). → Övez 2018 (2)

Evidence¶

Övez 2018¶

Filiz Tuba Dikkartin Övez. (2018). The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions. International Education Studies, 11(7). https://doi.org/10.5539/ies.v11n7p1

q3 · i? · causal · r2

Item difficulty index (p j) analysis of pre-test and post-test results for both groups across four acquisitions. Post-test p j values for the test group ranged from .70 to .80 (e.g., A1 .00 to .77; A4 .03 to .70), each with a significant t value at p<0.05.

"When the post-test results were reviewed, it was determined that control group students were able to acquire none of the acquisitions but test group students acquired the acquisitions measured by the items numbered 1, 2, and 3."

Övez 2018 (2)¶

Filiz Tuba Dikkartin Övez. (2018). The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions. International Education Studies, 11(7). https://doi.org/10.5539/ies.v11n7p1

q3 · i? · causal · r2

Same item-difficulty analysis: the fourth acquisition (solution sets of two-unknown inequalities over graphs) was not reached by either group; the control group's post-test p j for A4 was .12. The article attributes this to unacquired prerequisites in quadratic equations and inequalities.

"Contrary to this, as a result of education with the use of GeoGebra and guided discovery worksheet it was seen that the achievement of test group in comparison with that of control group was fairly good; however, it was specified that both groups were not able to acquire the acquisition measured by the fourth item."

Discussion¶

Related Claims¶

• 75% of experimental group students reached the pre-determined quadratic functions acquisitions versus 0% of control group students — possibly the same claim (merge candidate)
• Control group students relied on memorizing algebraic formulas and could not connect graphs with algebraic expressions, while GeoGebra students built those connections and interpreted graphs better — related
• GeoGebra instruction with guided discovery worksheets produced significantly higher quadratic functions achievement than textbook-based instruction in a randomized pretest-posttest experiment — related