Students with high achiever motivation obtain significantly better cognitive study outcomes than students with low achiever motivation¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? High achiever motivation students averaged 78.52 versus 73.18 for low achiever motivation students on the cognitive post-test, a significant difference (ANOVA motivation effect p = .039). → Bambang Hariadi 2016
Evidence¶
Bambang Hariadi 2016¶
Bambang Hariadi, Tutut Wurijanto. (2016). Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3, pp. 189~199. http://iaesjournal.com/online/index.php/IJERE
q2 · i? · causal · r1
Same quasi-experimental factorial ANOVA (Table 5 reports Archievement Motivation F = 3.403, Sig. .039). The discussion states the motivation factor "is proved to have significant influence on study outcome of Organizational Behaviors in cognitive aspect"; no effect size is printed.
"group of students with high achiever motivation get average score of 78.52, whe reas group of students with low achiever motivation get average score of 73.18."
Discussion¶
Learner Variables¶
- Motivation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Sidak post-hoc comparisons show high achievers significantly outperformed medium and low achievers, and medium achievers outperformed low achievers, under PowerPoint instruction — related
- Within the 7E experimental group, post-test achievement scores did not differ significantly among high, average, and low intelligence students — related
- Achiever motivation shows no significant effect or interaction with strategy on affective learning outcomes — related
- Text-based STAD cooperative learning produces better affective learning outcomes than web-based STAD — related
- Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course — related
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