Graphical calculator instruction produces significantly higher post-test performance in linear functions than traditional lecture method among Ghanaian SHS students¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · 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? Students taught linear functions with the Microsoft Math Tool graphical calculator scored significantly higher on a 25-item WASSCE-based post-test than students taught by traditional lecture method, t(96) = -6.984, p = 0.00. → Kissi et al. 2016
Evidence¶
Kissi et al. 2016¶
Philip Siaw Kissi, Opoku Gyabaah and Sampson Kwadwo Boateng. (2016). The Effects of the use of Microsoft Math Tool (Graphical Calculator) instruction on students' performance in linear functions. Journal of Education and Practice, Vol.7, No.21. https://eric.ed.gov/?id=EJ1109378
q3 · i? · causal · r1
Quasi-experimental pre-test post-test two-group study of 98 SHS students in Accra; experimental group (n=50) taught with the graphical calculator, control (n=48) by lecture, same instructor. The article reports "a significant difference, t (96) = -6.984, p = 0.00"; post-test means were 12.88 (control) and 17.74 (experimental).
"Independent T-test with equal variance assumed analysis showed that there was a significant difference, t (96) = -6.984, p = 0.00, p < 0.05 in linear function performance of students between the control and the experimental groups."
Discussion¶
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