Jumping task based on CPS produces higher problem-solving ability than sharing task based on CPS, which in turn outperforms conventional instruction, in eighth-grade mathematics¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test problem-solving ability differed significantly across the three classes, with experimental class x1 (jumping task + CPS) > x2 (sharing task + CPS) > x3 (conventional). → Hobri 2020 q3 i? The omnibus F-test showed significant variance differences in problem-solving ability among the three classes. → Hobri 2020 (2)

Evidence¶

Hobri 2020¶

Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students’ Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a

q3 · i? · causal · r2

Bonferroni post hoc multiple comparisons following a significant F-test on post-test scores of three classes of 34 students each. The printed mean differences were 11.235 (x1 vs x2), 19.588 (x1 vs x3), and 8.353 (x2 vs x3), all marked significant.

"From these results, it can be concluded that the experimental class (x 1) has more significant influence than experiment class (x2) and the control class (x3) and experiment class (x2) have more significant influence than the control class (x 3)."

Hobri 2020 (2)¶

Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students’ Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a

q3 · i? · causal · r2

ANOVA (F-test) on post-test problem-solving scores of the three classes (N = 102 total per the printed df), conducted after normality and homogeneity checks passed; the article reports sig. 0.000 at the 0.05 level.

"Table 11 shows the variant test result of problem -solving abilities gained sig.0.000, which is less than the significant level of 0.05."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Sharing task based on CPS produced better problem-solving ability than conventional lecture-based instruction — a narrower finding that bears on this claim
• Post-test problem-solving mean scores were 78.35 for the jumping-task CPS class, 67.12 for the sharing-task CPS class, and 58.76 for the conventional class — possibly the same claim (merge candidate)
• Students interviewed after jumping task based on CPS lessons reported enthusiasm and found the problems challenging — related
• During jumping task based on CPS lessons, 44% of experimental-class students were rated strongly active and 29% active by observers — related