Grade 10 learners taught financial mathematics with a group approach significantly outperformed learners taught with conventional non-group instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a two-week intervention, learners in group approach schools achieved significantly higher FMAT post-test scores than control school learners (p < 0.05), with pre-test scores as covariate. → Dhlamini 2013

Evidence¶

Dhlamini 2013¶

Dhlamini, J., & Mogari, D. (2013). The effect of a group approach on the performance of high school mathematics learners. Pythagoras, 34(2), Art. #198. https://doi.org/10.4102/pythagoras.v34i2.198

q2 · i? · causal · r2

Quasi-experimental classroom study with a non-equivalent control group: 413 learners in five experimental schools taught via a group approach, 370 in four control schools taught conventionally; 706 learners completed all activities. Post-test means were 33.3 (SD = 4.21; N = 378) versus 25.8 (SD = 4.10; N = 328), with pre-test means of 20.9 and 22.0. The ANCOVA showed "the effect of the group approach becomes significant".

"The results in Table 3 show that when the effect of pre-test scores is removed, the effect of the group approach becomes significant, as confirmed by F(1.703) = 558.7, p < 0.05."

Discussion¶

Related Claims¶

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