Before instruction, the experimental and control groups showed no statistically significant differences in mathematics report grades or parabola pretest scores¶

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? There was no significant difference between groups in mathematics report grades (U=2599, p>.05, r=-.096) or in PAT pretest scores (U=2.478, p>.05, r=-.049). → Mehmet Alper Ardıç; Tevfik İşleyen 2018

Evidence¶

Mehmet Alper Ardıç; Tevfik İşleyen 2018¶

Mehmet Alper Ardıç; Tevfik İşleyen (2018). The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example. Journal of Education and e-Learning Research, 5(3): 165-173. https://doi.org/10.20448/journal.509.2018.53.165.173

q3 · i? · causal · r2

Mann-Whitney U comparisons of report grades and PAT pretest scores between groups before implementation; neither comparison was significant (pretest U=2.478, p>.05, r=-.049). The article treats this as evidence of equal readiness; equivalence was not formally tested.

"it is understood that there is no significant difference between the mathematics report grades of the students from the experimental group and the control group (U=2599, p>.05, r=-.096)."

Discussion¶

Related Claims¶

• Computer-assisted mathematics instruction through a computer algebra system at the transformation level produces higher parabola achievement than traditional teaching with ICT at the replacement level — related
• The parabola achievement test used was a 27-item open-ended instrument with high internal consistency (Cronbach's alpha 0.942) and near-perfect inter-rater agreement — related