Instructional strategy has a significant main effect on primary students’ posttest interest in mathematics¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Treatment had a significant main effect on students’ interest in mathematics, with a large printed effect size (partial eta squared = 0.665). → Frederick-Jonah 2015

Evidence¶

Frederick-Jonah 2015¶

Frederick-Jonah, T. M. & Igbojinwaekwu, P. C. (2015). Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students’ Interest in Mathematics Learning. Journal of Research in Education, 25(2). https://eric.ed.gov/?id=EJ1098014

q2 · i3 · causal · r2

ANCOVA on posttest interest scores of 344 primary 6 students in a pretest-posttest, control group, quasi-experimental design, with pretest scores as covariates. The article reports the main effect was "significant" with "partial eta squared = O.665".

"Table 1 shows that the main effect is significant on students’ interest in mathematics (F (2,340) = 336.835; p < 0.05; partial eta squared = O.665).The effect size of 66.5% is fair."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it
• Motivation — outcome: instruction changes it

Related Claims¶

• Verbal ability has a significant main effect on primary students’ interest in mathematics, with higher verbal ability groups scoring higher — related
• Treatment and verbal ability interact significantly in their effect on students’ interest in mathematics — related
• Poem-enhanced instruction produced higher posttest interest than game-enhanced and modified lecture instruction — possibly the same claim (merge candidate)