The Group by Major interaction on calculus achievement was not statistically significant¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · 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.
q2 i? The omnibus Group * Major interaction in the ANCOVA did not reach significance, indicating the flipped-classroom advantage did not differ significantly across majors. → Albalawi 2018
Evidence¶
Albalawi 2018¶
Albalawi, A.S. (2018). The effect of using flipped classroom in teaching calculus on students‟ achievement at University of Tabuk. International Journal of Research in Education and Science (IJRES), 4(1), 198-207. https://doi.org/10.21890/ijres.383137
q2 · i? · causal · r2
Omnibus interaction term from the one-way ANCOVA in Table 5: the Group * Major row prints F = 1.613, Sig. 0.179, Partial Eta Squared 0.074. No effect size interpretation beyond the printed partial eta squared is given in the text.
"Group * Major 39.565 4 9.891 1.613 0.179 0.074"
Discussion¶
Related Claims¶
- No statistically significant difference in calculus achievement was found among students by major (medicine, applied medical science, engineering, computer science, science) — related
- Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction — related
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