No interaction was found between learning approach and students' prior mathematical ability on critical thinking (with inconsistent printed F values)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article concludes there is no interaction between learning approach and prior mathematical ability, reporting F = 0.730, Sig. 0.484 in the text while Table 3 prints Interaction F = 1.038, Sig. 0.357 with H0 accepted. → Widyatiningtyas et al. 2015

Evidence¶

Widyatiningtyas et al. 2015¶

Reviandari Widyatiningtyas, Yaya S. Kusumah, Utari Sumarmo, Jozua Sabandar. (2015). The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability. IndoMS-JME, Volume 6, No. 2, July 2015, pp. 30-38. https://www.google.com/search?q=%22IndoMS-JME%2C+Volume+6%2C+No.+2%2C+July+2015%2C+pp.+30-38%22

q2 · i? · causal · r1

Two-way ANOVA interaction test (Table 3 and text) on 140 students. Both the text (F = 0.730, Sig. 0.484) and the table (F = 1.038, Sig. 0.357, H0 accepted) exceed 0.05, so both support no detected interaction; the printed F values disagree. No effect size is printed.

"ANOVA test results in Table 3, the value of F = 0 . 730 with probability value (Sig. ) = 0. 484. (Greater than 0 . 05), then there is no interaction between learning approach and prior mathematical ability."

Discussion¶

Related Claims¶

• Learning approach and school level each had a significant main effect on mathematics critical thinking ability in a two-way ANOVA — related
• Learning approach and KAM show a significant interaction effect on teachers' mathematical questioning ability, though the article's text is internally inconsistent about it — related
• Prior mathematical ability had a significant main effect on mathematics critical thinking ability — related