Meta-cognitive training has a significant effect on primary school pupils' performance of learned numeracy concepts in computer-mediated classrooms¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Meta-cognitive training produced a statistically significant difference in pupils' numeracy performance in a computer-mediated classroom. → Gbenga-Akanmu & Jegede 2019

Evidence¶

Gbenga-Akanmu & Jegede 2019¶

Gbenga-Akanmu, T. O., & Jegede, P. O. (2019). Influence of Meta-cognitive Training and Cognitive Styles on Numeracy Achievement of Nigerian Pupils’ in Computer-mediated Classrooms. World Journal of Education, 9(1). https://doi.org/10.5430/wje.v9n1p221

q2 · i? · causal · r1

ANCOVA of pretest–posttest control-group quasi-experiment with 39 primary three pupils in two intact classes; the text reports a significant main effect (F = 11.16; p<0.05) with pre-test score as covariate. In Table 1, however, F = 11.16 is the row labelled "Field-dependent and independent" (cognitive style), which carries a partial eta squared of 0.12; the Group (training) row is F = 13.15, p = 0.0023, with no effect size printed. The table's degrees of freedom (pre-test score df = 14) are irregular, so the attribution of each statistic is uncertain.

"From Table 1, the main effect indicated that there exists a significant (F = 11.16; p<0.05) difference in the pupils' performance."

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it

Related Claims¶

• Sex showed no significant effect on retention of learned numeracy concepts after meta-cognitive training in computer-mediated classrooms (no interaction was tested) — related
• Sex has no significant effect on pupils' numeracy performance under meta-cognitive training in computer-mediated classrooms — related
• Mobile device use in primary classrooms produces a small, statistically significant positive pooled effect on literacy and numeracy outcomes compared with alternative devices or no device — a broader claim this one bears on
• Field-dependent and field-independent pupils differed significantly in numeracy performance, with cognitive style accounting for 12% of variation — related
• The intervention group was reported to explain 15% of the variation in pupils' numeracy performance, but the table prints that effect size on the cognitive-style row — related
• Prior syntheses of educational technology effects show inconsistent findings, with mobile learning meta-analysis finding near-zero maths effects and reading interventions comparatively more effective — related
• Using computerized systems as a differentiation tool has small to moderate positive effects on primary students' language and math performance — a broader claim this one bears on