Layered Curriculum activities produced a significant pre-to-post gain in experimental students' problem solving skills scores¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Experimental group students' problem solving skills scores rose significantly from pre-test to post-test after the Layered Curriculum intervention. → Koc Akran 2019
Evidence¶
Koc Akran 2019¶
Koc Akran, S., & Gurbuzturk, O. (2019). Effect of layered curriculum in problem solving skills of students in science and technology course. International Journal of Educational Methodology, 5(1), 135-150. https://doi.org/10.12973/ijem.5.1.147
q2 · i? · causal · r1
Paired t-test for the 30-student experimental group taught with Layered Curriculum activities for five weeks. Means rose from "75,00" to "85,28" out of 100, a significant gain favoring the post-test; no effect size is printed.
"pre-test problem solving skills point average of experimental group which was subjected to Layered Curriculum activities is =75,00 out of 100, and post-test point average after being subjected to Layered Curriculum activities is =85,28, between pre-test and post-test results there is a significant differentiation in favor of the post-test [t(29)= 23,276; p<0.05]"
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- The existing Science and Technology curriculum produced no significant pre-to-post change in 6th graders' problem solving skills test scores — related
- Experimental group students significantly outperformed control group students on the post-test of problem solving skills — related
- The same intervention significantly improved learners' problem-solving, with a medium practical effect (d = 0.6) — related
- Students performing Layered Curriculum activities encountered problems particularly in the B and A layers, mainly in organizing and accessing information — related
- Both experimental and control groups improved significantly on social problem-solving over the school period — related
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