Form Six students taught graph functions with Geometer's Sketchpad scored significantly higher on the post-test achievement measure than students taught by chalk and talk¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2006 · 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 experimental group's post-test achievement in graph functions was significantly higher than the control group's (t(20) = −5.067, p < 0.01). → Eu 2006
Evidence¶
Eu 2006¶
Leong Kwan Eu. (2006). Impact Of Geometer's Sketchpad On Students Achievement In Graph Functions. The Malaysian Online Journal of Educational Technology. http://www.mojet.net
q2 · i? · causal · r1
Quasi-experiment with 22 experimental and 21 control students in intact classes over ten weeks; experimental post-test mean 65.90 (SD 23.54) versus control 29.14 (SD 18.41), and the post-test difference was "significant at p < 0.01". No effect size is printed.
"Meanwhile the t-test between the scores of the post-tests of the control and experimental group showed a value of t(20) = −5.067. Hypothesis testing shows that the value is significant at p < 0.01."
Discussion¶
Related Claims¶
- Students taught graph functions with Geometer's Sketchpad showed significantly more positive attitude at post-test than the control group — related
- Students reported that Geometer's Sketchpad encouraged interaction with teachers and friends in the mathematics classroom — related
- Student perceptions were mixed or negative on learning graph functions in greater depth and on increased problem-solving confidence with Geometer's Sketchpad — related
- Students perceived Geometer's Sketchpad as allowing dynamic investigation of graph function properties, including seeing graph shape change when the equation changes — related
- Pre-test achievement in graph functions did not differ significantly between the experimental and control groups — related
- Students learning with the software showed higher learning motivation at post-test than students taught by traditional method — related
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