Media scaffolding increases fifth-grade students' understanding of geometry concepts more effectively than no media scaffolding¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The class with media scaffolding achieved a normalized gain of g = 0.65 (effective enough) versus g = 0.14 (less effective) in the control class. → Sutiarso 2018 q2 i? The difference in gain between the scaffolding and no-scaffolding classes is statistically significant (t = -8.620, df = 38, sig. .000). → Sutiarso 2018 (2)

Evidence¶

Sutiarso 2018¶

Sutiarso, S., Coesamin, M., & Nurhanurawati. (2018). The effect of various media scaffolding on increasing understanding of students' geometry concepts. Journal on Mathematics Education, 9(1), 95-102. https://ejournal.unsri.ac.id/index.php/jme

q2 · i? · causal · r1

Quasi-experimental pretest-posttest control group study with 20 students per class. The scaffolding class scored g = 0.65 ("Effective Enough") versus g = 0.14 ("Less Effective") on Hake's Normalized Gain; pretest means were 35.90 and 34.29.

"Based on Table 3, it appears that increasing understanding of the concept of geometry students in the class with media scaffolding is higher than the class without scaffolding media."

Sutiarso 2018 (2)¶

Sutiarso, S., Coesamin, M., & Nurhanurawati. (2018). The effect of various media scaffolding on increasing understanding of students' geometry concepts. Journal on Mathematics Education, 9(1), 95-102. https://ejournal.unsri.ac.id/index.php/jme

q2 · i? · causal · r1

After a Kolmogorov-Smirnov normality check on gain values, an independent t-test on the gain values gave t = -8.620, df = 38, sig. .000, so the authors conclude a significant difference between the scaffolding and non-scaffolding classes.

"Based on t test in Table 5 above, because asymp. sig. 0.000 < 0.05 then it can be concluded that there is a significant difference on increasing Understanding of Geometry Concepts Students between classes with scaffolding media than without scaffolding."

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• Media scaffolding helped students investigate geometry properties, form mental concrete shapes, and complete geometry tasks — related
• Male and female students show different tendencies in which media scaffolding they use — related
• High versus low student attitudes and perceptions show no significant difference in geometry concept understanding — related