Graphic organiser treatment has a significant main effect on students' achievement in algebraic word problems, accounting for 23.5% of post-test variance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 ANCOVA showed a significant main effect of graphic organiser treatment on post-test achievement in algebraic word problems (partial eta squared = 0.235). → Josiah Owolabi & Tobiloba Faith Adaramati 2015

Evidence¶

Josiah Owolabi & Tobiloba Faith Adaramati 2015¶

Josiah Owolabi & Tobiloba Faith Adaramati. (2015). Effects of Graphic Organiser on Students' Achievement in Algebraic Word Problems. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083649

q2 · i3 · causal · r1

ANCOVA of post-test scores in a pre-test/post-test non-equivalent group control design with 40 SS2 students across three groups, pre-test as covariate. The article reports a "significant main effect of treatment" with partial Eta squared of 0.235, implying treatment accounts for 23.5% of variance.

"The result in table 4 indicate that there is a sign ificant main effect of treatment (Graphic organiser ) on the students' academic achievement in algebraic word problem {F ( 4.775) = 0.016, p < 0.05)}."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• The group taught to design graphic organisers (Experimental group B) scored statistically higher than both the prepared-organiser group and the control group — related
• Gender has no statistically significant main effect on achievement in algebraic word problems — related
• The interaction of treatment and gender has no statistically significant effect on achievement in algebraic word problems — related