Normalized gain in mathematical critical thinking was 0.83 in the e-book class versus 0.76 in the conventional-textbook class¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental class's mean N-gain (0.83) exceeded the control class's (0.76) on tests of mathematical critical thinking ability. → Mursalin 2019

Evidence¶

Mursalin 2019¶

Mursalin. (2019). The Critical Thinking Abilities in Learning Using Elementary Algebra E-Books: A Case Study at Public Universities in Indonesia. Malikussaleh Journal of Mathematics Learning (MJML), 2(1), 29-33. https://doi.org/10.29103/mjml.v2i1.2292

q2 · i? · causal · r1

Descriptive N-gain comparison reported in Results (Table 2 and Figure 1) for the quasi-experiment: experimental n = 30, control n = 28, maximum score 12; both groups improved, the e-book group more.

"Based on Figure 1, the N-gain value of the experimental class is 0.83, while that of the control class is 0.76. The results of this study indicate that the use of Algebra Elementary E-books shows an increase in students' mathematical critical thinking skills."

Discussion¶

Related Claims¶

• Students taught Elementary Algebra with e-books showed significantly higher mathematical critical thinking gains than students taught with conventional textbooks — a broader claim this one bears on
• Posttest critical thinking scores averaged 11.64 in the e-book class versus 9.41 in the control class, with pretest means of 4.42 and 4.31 — related
• N-gain score distributions differed in normality between classes: the experimental class's N-gain was not normally distributed while the control class's was — related