Students' initial ability influenced their statistics learning outcomes in both the experimental and control classes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The independence test showed student initial ability significantly influenced learning outcomes (significance 0.000, far below 0.05). → Tatag Yuli Eko SISWONO 2018

Evidence¶

Tatag Yuli Eko SISWONO 2018¶

Tatag Yuli Eko SISWONO, Sugi HARTONO, Ahmad Wachidul KOHAR. (2018). Effectiveness of Project Based Learning in Statistics for Lower Secondary Schools. Eurasian Journal of Educational Research, 75, 197-212. https://eric.ed.gov/?id=EJ1181463

q2 · i? · causal · r1

Independence test (Table 5) conducted because data were normal (Shapiro-Wilk significance 0.173 experimental, 0.329 control) and homogeneous (Levine significance 0.465). The corrected model was also significant (0.000), with R Squared = .618. No effect size is printed.

"From the table above the variable x significance is 0.000. Because the value of significance is far below 0.05, it can be concluded that student initial ability influences student learning outcomes."

Discussion¶

Related Claims¶

• Seventh-grade students taught statistics through project-based learning achieved higher learning outcomes than students taught with conventional learning — related
• Before implementation, treatment students performed significantly below control students on the standardized reading test — related
• Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
• Baseline equivalence held between conditions, but both groups scored far below the grade 8 proficiency cut score — related
• The experimental and control classes were statistically equivalent before the intervention on prior economics achievement — related