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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Shapiro-Wilk tests showed the experimental class N-gain data were not normally distributed (Sig. 0.001 < 0.05) while the control class data were normally distributed (Sig. 0.072 > 0.05). → 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 · r2

Normality testing (Shapiro-Wilk) of N-gain scores in the quasi-experiment: experimental class statistics 0.784, df 30, Sig. 0.001; control class 0.866, df 28, Sig. 0.072, as printed in Table 3.

"This shows that the N-gain score data of mathematical critical thinking ability of experimental class students are not normally distributed, while the N -gain score of mathematical critical thinking ability of control class students has a Sig. > α = 0.05, so Ha is rejected. This shows that the N-gain score data of mathematical critical thinking ability of control class students are normally distributed."

Discussion¶

Related Claims¶

• Students taught Elementary Algebra with e-books showed significantly higher mathematical critical thinking gains than students taught with conventional textbooks — related
• Normalized gain in mathematical critical thinking was 0.83 in the e-book class versus 0.76 in the conventional-textbook class — related
• The experimental and control classes were statistically equivalent before the intervention on prior economics achievement — related