Improvement in mathematical analogical ability differs significantly by students' initial ability category, with higher initial ability associated with higher gain¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Normalized gains in mathematical analogical ability differed significantly across high, medium, and low initial-ability categories (sig. 0.000 < 0.05). → Maarif 2016 q2 i? Mean normalized gain increased with initial ability: high 0.6345, medium 0.6032, low 0.4359. → Maarif 2016

Evidence¶

Maarif 2016¶

Maarif, S. (2016). Improving junior high school students' mathematical analogical ability using discovery learning method. International Journal of Research in Education and Science (IJRES), 2(1), 114-124. https://eric.ed.gov/?id=EJ1105169

q2 · i? · causal · r2

Two-way ANOVA on normalized gain across the same 72-student quasi-experiment; the students' skill factor was significant at "0.000 < α = 0.05" (Table 4: F = 9.899, p = .000). Descriptive means by category were 0.6345 (high), 0.6032 (medium), and 0.4359 (low).

"Retrieved sig. ( 1 - tailed ) of 0.000 < α = 0.05 . Therefore, the result is the null hypothesis is rejected. It means that meaning that there are differences in students' mathematical analogy upgrades seen from the category of high –ability students, medium, and low."

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Discovery learning produces significantly greater improvement in junior high students' mathematical analogical ability than expository teaching — related
• No significant interaction between learning method and initial ability category on mathematical analogical gain — related
• There is no interaction between learning approach (SSML vs CL) and mathematical prior knowledge (upper, middle, low) on enhancement of MPSA — related