Performance depended on group-by-time interaction: a highly significant interaction effect (p < 0.00001) was obtained for both problem recognition and problem-solving¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For problem recognition, a highly significant time interaction effect (p < 0.00001) showed group performance depended on whether the group had been exposed to the intervention at a given stage. → Meintjes A 2015 q2 i? For problem-solving, a highly significant group-time interaction effect (p < 0.00001) was likewise obtained. → Meintjes A 2015 (2)

Evidence¶

Meintjes A 2015¶

Meintjes A, Henrico A & Kroon J. (2015). Teaching problem-solving competency in Business Studies at secondary school level. South African Journal of Education, 35(3), Art. #1102. https://doi.org/10.15700/saje.v35n3a1102

q2 · i? · causal · r2

Omnibus interaction effect reported from Figure 1 (problem recognition scores) in the quasi-experimental design; the article concludes the groups performed differently depending on intervention exposure at a certain stage.

"From Fig ure 1, it is apparent that a highly significant time interaction effect was obtained (p < 0.00001)."

Meintjes A 2015 (2)¶

Meintjes A, Henrico A & Kroon J. (2015). Teaching problem-solving competency in Business Studies at secondary school level. South African Journal of Education, 35(3), Art. #1102. https://doi.org/10.15700/saje.v35n3a1102

q2 · i? · causal · r2

Omnibus group-time interaction effect reported from Figure 2 (problem-solving scores); performance of a specific group was dependent on a specific stage in the study.

"From Fig ure 2, it is apparent that a highly significant group time inter action effect was obtained ( p < 0.00001)."

Discussion¶

Related Claims¶

• Applying the intervention to the control group produced statistically and practically significant gains in both problem recognition (d = 1.5) and problem-solving (d = 2.2) — related
• The experimental group's gains were not sustained: at post-test 2 its problem recognition was lower than both the control group and its own post-test 1, and problem-solving showed no significant change — related