Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Majors' background significantly affected conceptual understanding, F(2,63)=5.77, p=.005, partial η2=.155, with natural science highest. → Ramadoni 2022 q2 i? Majors' background significantly affected self-efficacy, F(2,64)=4.63, p=.013, partial η2=.126, while the method effect was not significant (p=.080). → Ramadoni 2022 (2)

Evidence¶

Ramadoni 2022¶

Ramadoni, Mustofa (2022). Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses. Pegem Journal of Education and Instruction, Vol. 12, No. 3, 154-168. https://doi.org/10.47750/pegegog.12.03.17

q2 · i? · partial η² only, no d printed · causal · r2

Two-way ANCOVA (method × majors' background, controlling pretest) on conceptual understanding: majors' background significant, "F(2, 63)=5.77, p=.005, partial η2=.155"; natural science mean 79.02 vs social science 69.50 and vocational 74.64. Scheffe: natural science differed from social science (p=.001) and vocational (p=.010) only in PTFC.

"the data also shows that there was statistically significant majors' background with F(2, 63)=5.77, p=.005, partial η2=.155."

Ramadoni 2022 (2)¶

Ramadoni, Mustofa (2022). Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses. Pegem Journal of Education and Instruction, Vol. 12, No. 3, 154-168. https://doi.org/10.47750/pegegog.12.03.17

q2 · i? · partial η² only, no d printed · causal · r1

Two-way ANOVA on self-efficacy: majors' background significant, "F(2,64)=4.63, p=.013<.05, partial η2=.126"; method not significant, F(1,64)=3.17, p=.080, partial η2=.047. Scheffe showed natural science exceeded vocational (p=.014).

"The data show that the mean of majors' background is a significantly different with F(2,64)=4.63, p=.013<.05, partial η2=.126."

Discussion¶

Related Claims¶

• Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CFC across achievement levels, with no interaction — related
• In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related
• In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy — related
• Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest — related
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