The experimental group's Mathematics achievement rose significantly from pre-test to post-test after multimedia instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group improved from a pre-test mean of 55.07 to a post-test mean of 76.80, with a calculated t of 4.95 exceeding the table value of 1.96. → D.R. Robert Joan and S.P. Denisia 2012

Evidence¶

D.R. Robert Joan and S.P. Denisia 2012¶

D.R. Robert Joan and S.P. Denisia. (2012). Multimedia Approach and its Effect in Teaching Mathematics for the Prospective Teachers. li-manager's Journal on School Educational Technology. https://eric.ed.gov/?id=EJ1101646

q2 · i? · causal · r1

Within-group pre-post comparison for the 30-student multimedia group in the randomized pre-test post-test experiment; the mean rose from 55.07 to 76.80 and the "calculated 't' value (4.95)" exceeded the table value, so the null hypothesis was rejected.

"Table 8 shows that the Mean and Standard Deviation for the pre-test of experimental group are 55.07 and 17.75 respectively. The Mean and Standard Deviation for the post- test of experimental group is 76.80 and 16.25 respectively. Here the calculated 't' value (4.95) was found to be greater than the table value (1.96) at 0.05 level of significance."

Discussion¶

Related Claims¶

• Prospective teachers taught Mathematics with a multimedia package scored significantly higher on the post-test than peers taught with Active Learning Methodology — related
• The multimedia and Active Learning Methodology groups did not differ significantly in pre-test Mathematics scores — related
• The control group's pre-test to post-test difference in Mathematics achievement was not statistically significant — related