Self-efficacy and performance goal motivation did not change significantly in any of the three groups¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Neither teaching method produced significant within-group changes in self-efficacy or performance goal dimensions. → Akçakın 2018
Evidence¶
Akçakın 2018¶
Akçakın, V. (2018). Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students’ Motivation. International Journal of Instruction, 11(1), 17-32. https://doi.org/10.12973/iji.2018.1112a
q2 · i? · causal · r2
Wilcoxon signed-rank tests within each group (Tables 5-7); self-efficacy and performance goal showed no significant pretest-posttest change in Experimental I, Experimental II, or the control group.
"According to the results, no statistically significant dif ferences were found between the pretest and posttest scores of the experimental group I students for self- efficacy and performance goa l dimensions ( p>.05)."
Discussion¶
Related Claims¶
- Both experimental groups significantly improved in active learning strategies, value of mathematics learning, and learning environment stimulation, while the control group did not — related
- Using the geometric functions approach with dynamic mathematics software significantly raises ninth-graders' achievement goal motivation toward mathematics relative to software-only and traditional teaching — related
- The three teaching methods showed no significant post-test differences on the other five SMTML motivation dimensions — related
- A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — reports the opposite
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — reports the opposite
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