The experimental group's gains were not sustained: at post-test 2 its problem recognition was lower than both the control group and its own post-test 1, and problem-solving showed no significant change¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i0 negligible
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In post-test 2 the experimental group's problem recognition was lower than the control group's and lower than its own post-test 1, though the decline from post-test 1 to post-test 2 was not statistically significant (p = 0.7, d = 0.4 small effect). → Meintjes A 2015 q2 i0 The experimental group's problem-solving showed no statistically significant change from post-test 1 to post-test 2 (p = 1.0), with d = 0.1 indicating no practically significant effect. → Meintjes A 2015 (2)

Evidence¶

Meintjes A 2015¶

Meintjes A, Henrico A & Kroon J. (2015). Teaching problem-solving competency in Business Studies at secondary school level. South African Journal of Education, 35(3), Art. #1102. https://doi.org/10.15700/saje.v35n3a1102

q2 · i? · causal · r2

Figure 1 trend for problem recognition across post-test 2; the article reports the Bonferroni p value was 0.7 between post-test 1 and post-test 2 and the d value of 0.4 indicates a small, insignificant decline.

"However, in post -test 2, the experi -mental group’s achievement was not only lower than the control group, but also lower than in post -test 1. This is an indication that the intervention should be continuously implemented and integrated with the curriculum, failing which, the effect might not be sustainable."

Meintjes A 2015 (2)¶

Meintjes A, Henrico A & Kroon J. (2015). Teaching problem-solving competency in Business Studies at secondary school level. South African Journal of Education, 35(3), Art. #1102. https://doi.org/10.15700/saje.v35n3a1102

q2 · i0 · causal · r2

ANOVA of the experimental group's problem-solving scores between post-test 1 (LS mean 2.31) and post-test 2 (LS mean 2.35); "The d value of 0.1 also indicates that the slight increase had no practically significant effect".

"Table 5 also shows that the Bonferroni p value after the second intervention was 1.0, indicating no statistically significant difference between post -test 1 and post-test 2 for the problem-solving scores of the experimental group."

Discussion¶

Related Claims¶

• The same intervention significantly improved learners' problem-solving, with a medium practical effect (d = 0.6) — related
• Applying the intervention to the control group produced statistically and practically significant gains in both problem recognition (d = 1.5) and problem-solving (d = 2.2) — related
• Performance depended on group-by-time interaction: a highly significant interaction effect (p < 0.00001) was obtained for both problem recognition and problem-solving — related
• A 45-minute prompt-based programming lesson produced greater pre-to-post gains in Promptly problem solving than a code-tracing control, though not statistically significant — related
• Both experimental and control groups improved significantly on social problem-solving over the school period — related