LTM-taught students achieve significantly higher overall chemistry achievement than traditionally taught students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Seventh-standard students taught chemistry through the Laboratory Training Model scored significantly higher on overall achievement than students taught by the traditional method (t = 21.847, p = .000). → Badeleh 2011

Evidence¶

Badeleh 2011¶

Alireza Badeleh. (2011). The Effect of Laboratory Training Model of Teaching and Traditional Method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry. i-manager's Journal of School Educational Technology, Vol. 7, No. 1. https://eric.ed.gov/?id=EJ1102743

q2 · i? · causal · r2

Pre-test parallel group experiment; independent sample t-test on post scores. Table 6 prints means of 72.5333 (Laboratory) vs 38.3292 (Traditional), n = 60 per group, "t 21.847 118 .000". The article reports a statistically significant difference; no effect size is printed.

"the t-value of 21.847 was found to be statistically significant as the p-value of .000 was smaller than the cut-off .05. This showed that there was significant difference between students taught by LTM, and traditional methods with respect to post scores in overall achievement in chemistry"

Discussion¶

Related Claims¶

• LTM-taught students retain chemistry learning significantly better than traditionally taught students one month later — related
• Component-level retention shows the same pattern: LTM superior except knowledge, where the traditional method is superior — related
• LTM outperforms the traditional method on comprehension, application and skills achievement, but the traditional method is superior on the knowledge component — related
• No significant gender differences in overall chemistry achievement or retention — related