Claims

Geogebra-assisted instruction shows no significant effect on procedural knowledge of applications of derivative

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · 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.

q3 i? There was no statistically significant difference between Geogebra and control groups' procedural knowledge post-test scores (M=7.47 vs M=6.44), t(53)=1.075, p=.287. → Ocal 2017

Evidence

Ocal 2017

Mehmet Fatih Ocal. (2017). The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative. Higher Education Studies, 7(2). https://doi.org/10.5539/hes.v7n2p67

q3 · i? · causal · r2

Independent samples t-test on post-test procedural knowledge questions of the ADT in the same true experimental design found no significant group difference; equivalence was not tested. The author notes the experimental group mean was still one point higher.

"there was no statistically significant mean difference for the scores gathered from the procedural knowledge questions for Geogebra (M=7.47, SD=3.899) and control group students (M=6.44, SD=2.965); t(53)=1.075, p=.287"

Discussion

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