There is no interaction between learning approach (SSML vs CL) and mathematical prior knowledge (upper, middle, low) on enhancement of MPSA¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Two-way ANOVA shows no significant interaction between learning approach and MPK category (F = 1.701, Sig. 0.186), with significant main effects of MPK (F = 6.014, Sig. 0.003) and learning approach (F = 13.460, Sig. 0.000). → Murni 2013

Evidence¶

Murni 2013¶

Murni, A., Sabandar, J., Kusumah, Y. S., & Kartasamita, B. G. (2013). The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning. IndoMS-JME, Volume 4, No. 2, July 2013, pp. 194-203. https://jurnal.unila.ac.id/index.php/jme

q2 · i? · causal · r2

Two-way ANOVA on enhancement of MPSA by MPK category (Table 3): interaction F = 1.701, Sig. 0.186 (H0 accepted); MPK F = 6.014, Sig. 0.003; learning approach F = 13.460, Sig. 0.000.

"In Table 3 shows that there is no an interaction between learning approach with MPK to enhancement MPSA students. Differences of enhancement MPSA students are also caused by differences in learning approaches that is used ( SSML and CL), and the different MPK categories (upper, middle and low)."

Discussion¶

Related Claims¶

• The SSML advantage in MPSA enhancement is significant for middle-MPK students but not for upper- and low-MPK students — related
• There is no interaction between learning approach (SSML vs CL) and school level (high vs middle) on enhancement of MPSA — related
• Overall, students receiving soft skill-based metacognitive learning show significantly higher enhancement of mathematical problem solving ability than students receiving conventional learning — related
• Prior knowledge significantly predicted algebra posttest scores and learning gains, with high-prior-knowledge students scoring higher and low-prior-knowledge students gaining more — related
• Ability moderates the hierarchical-organization advantage: low-ability subjects showed no significant benefit, while medium-ability subjects did — related
• Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge — reports the opposite