Before treatment, demonstration-method and conventional-approach students show no significant difference in financial accounting achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At pre-test there was no statistically significant difference between the mean achievement of demonstration method students and conventional approach students. → Inuwa 2018

Evidence¶

Inuwa 2018¶

Inuwa, U., Abdullah, Z., & Hassan, H. (2018). A Mixed-Method Study of the Effect of the Demonstration Method on Students' Achievement in Financial Accounting. International Journal of Instruction, 11(4), 577-592. https://eric.ed.gov/?id=EJ1191665

q3 · i? · causal · r2

Independent-samples t-test on pre-test FAAT scores of the pre-test-post-test-control group experiment with 60 students per group. The article reports "t (118) = -.168, p = .867", supporting the null of equal initial achievement; equivalence was not formally tested.

"before exposing students to the treatment , there was no statistically significant difference between the mean achievement score of demonstration method students (M = 24.05, SD = 4.031) and conventional approach students (M = 24.18, SD = 4.645), t (118) = -.168, p = .867"

Discussion¶

Related Claims¶

• After treatment, demonstration-method students significantly outperform conventional-approach students in financial accounting achievement, with a large effect — related
• Descriptive post-test means show the demonstration group (M = 58.57) scored higher than the control group (M = 48.13) — related
• Experimental and control groups were academically equivalent on the organic chemistry achievement test before the treatment — related