GSP-taught students retained significantly more geometry learning one month after instruction than traditionally taught students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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? One month after the application, retention test scores of the experimental group were significantly higher than the control group's (U=131.50, p<0.05). → Kesan 2013
Evidence¶
Kesan 2013¶
Kesan, C. & Çalıskan, S. (2013). The effect of learning geometry topics of 7th grade in primary education with dynamic Geometer's Sketchpad geometry software to success and retention. The Turkish Online Journal of Educational Technology, 12(1). https://eric.ed.gov/?id=EJ1008875
q2 · i? · causal · r1
Retention test administered one month after the application to both groups (n=21 each); the same achievement test was re-administered and analyzed with Mann-Whitney U. The article concludes computer-aided GSP teaching "is effective on students' retention levels".
"it is observed that the mean of experimental group (25,74) is higher than the mean of control group (17,26). According to the result of Mann-Whitney U test used to investigate whether the difference between the groups was significant, it was found that there was a significant difference between them since the result was p<0,05."
Discussion¶
Related Claims¶
- The control group's geometry achievement did not change significantly between posttest and one-month retention test — related
- Seventh graders learning geometry with GSP dynamic geometry software scored significantly higher on a geometry achievement posttest than peers taught by traditional methods — related
- The experimental group's geometry achievement did not change significantly between posttest and one-month retention test — related
- Geometry achievement and retention showed no significant gender differences in either the GSP or the traditional teaching group — related
- Students taught with the reform-based instructional method retained significantly more mathematics knowledge than those taught with the traditional method — a broader claim this one bears on
- LTM-taught students retain chemistry learning significantly better than traditionally taught students one month later — related
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