No significant post-test achievement differences between cooperative learning, systematic teaching, and constructivist groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? One-way ANOVA on post-test scores found no statistically significant differences among the experiment and control groups, so no approach was superior for achievement. → Korkmaz Toklucu 2016

Evidence¶

Korkmaz Toklucu 2016¶

Korkmaz Toklucu, S., & Tay, B. (2016). The effect of cooperative learning method and systematic teaching on students' achievement and retention of knowledge in social studies lesson. Eurasian Journal of Educational Research, 66, 315-334. http://dx.doi.org/10.14689/ejer.2016.66.18

q3 · i? · causal · r2

One-way ANOVA comparing post-test achievement scores across the four groups (N=110). The article reports "no significant difference between the post -test achievement scores of the groups," with F(3-106)=1.994, p>0.05.

"According to Table 4 there is no significant difference between the post -test achievement scores of the groups [F (3-106)= 1.994; p>0.05]."

Discussion¶

Related Claims¶

• Cooperative learning, systematic teaching, and constructivist approaches each significantly raise 4th-grade social studies achievement from pre-test to post-test — related
• Cooperative learning, systematic teaching, and constructivist teaching in control group 1 secured knowledge retention, but the constructivist approach failed in control group 2 — related
• Retention scores four weeks after treatment significantly favored both experiment groups over control group 2 — related