Experimental-group students' learning achievement and creative thinking posttest scores were significantly higher than their pretest scores after learning with the model¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest learning achievement of the experimental group was significantly higher than pretest at the .01 level (dependent-samples t-test). → Sriwongchai 2015 q2 i? Posttest creative thinking of the experimental group was significantly higher than pretest at the .01 level (dependent-samples t-test). → Sriwongchai 2015

Evidence¶

Sriwongchai 2015¶

Sriwongchai, A., Jantharajit, N., & Chookhampaeng, S. (2015). Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand. International Education Studies, 8(11). https://doi.org/10.5539/ies.v8n11p77

q2 · i? · design · r2

Dependent-samples t-test comparison of pretest and posttest for the 9th-grade experimental group (n = 30 per Table 1) after 30 hours of model-based instruction. Table 1 reports achievement means of 10.43 (pre) and 30.50 (post), t = 33.73, and creativity means of 9.17 (pre) and 24.66 (post), t = 26.59, both significant at the .01 level. The article reports "higher than those of pretest scores at the .01 level of the statistical significance"; no effect size is printed.

"The average posttest scores in learning achievement and creative thinking abilities of the experimental group students were higher than those of pretest scores at the .01 level of the statistical significance"

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

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