The multimedia and Active Learning Methodology groups did not differ significantly in pre-test Mathematics scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-test scores of the control group (mean 51.33) and experimental group (mean 55.07) did not differ significantly; the calculated t of 0.79 was below the table value of 1.96. → D.R. Robert Joan and S.P. Denisia 2012

Evidence¶

D.R. Robert Joan and S.P. Denisia 2012¶

D.R. Robert Joan and S.P. Denisia. (2012). Multimedia Approach and its Effect in Teaching Mathematics for the Prospective Teachers. li-manager's Journal on School Educational Technology. https://eric.ed.gov/?id=EJ1101646

q2 · i? · causal · r1

Pre-test comparison in the randomized pre-test post-test experiment: control mean 51.33 (SD 18.85), experimental mean 55.07 (SD 17.75); the "calculated 't' value (0.79)" was below the table value, so the null hypothesis of no pre-test difference was accepted.

"Table 5 shows that the Mean and Standard Deviation for the control group (N= 30) is 51.33 and 18.85 respectively. The Mean and Standard Deviation for the experimental group (N=30) is 55.07 and 17.75 respectively. Here the calculated 't' value (0.79) was found to be less than the table value (1.96) at 0.05 level of significance."

Discussion¶

Related Claims¶

• The experimental group's Mathematics achievement rose significantly from pre-test to post-test after multimedia instruction — related
• Prospective teachers taught Mathematics with a multimedia package scored significantly higher on the post-test than peers taught with Active Learning Methodology — related
• The control group's pre-test to post-test difference in Mathematics achievement was not statistically significant — related