Multiple Classification Analysis shows both treatment groups with large positive adjusted deviations and the control group far below average¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adjusted deviations for post-test scores were 10.26 for Enrichment Triad, 10.09 for Self-Directed, and -28.54 for Control, with Multiple R = 0.979 and R Square = 0.978. → Fakolade 2010

Evidence¶

Fakolade 2010¶

Fakolade, O. A. & Adeniyi, S. A. (2010). Efficacy of Enrichment Triad and Self-Direct Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria. International Journal of Special Education, Vol 25 No 1. https://eric.ed.gov/?id=EJ890561

q2 · i? · causal · r2

Multiple Classification Analysis of post-test scores by treatment and gender (Table 2), used to determine the magnitude of group performance. Adjusted deviations: Enrichment Triad 10.26 (n=28), Self-Directed 10.09 (n=27), Control -28.54 (n=20); "MULTIPLE R = 0.979 R SQUARE = 0.978". These are descriptive deviations, not standardized effect sizes.

"MULTIPLE R = 0.979 R SQUARE = 0.978"

Discussion¶

Related Claims¶

• Instructional strategy (Enrichment Triad, Self-Directed, or conventional) has a significant effect on gifted students' post-test academic achievement — a broader claim this one bears on
• Adjusted post-test scores favour the ICT group over the conventional group — related