High versus low student attitudes and perceptions show no significant difference in geometry concept understanding¶

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? There was no significant difference in geometry concept understanding between students with high and low attitudes and perceptions (Kruskal-Wallis chi-square 0.737, Asym. sig. 0.445); equivalence was not tested. → Salim 2015

Evidence¶

Salim 2015¶

Salim, K. & Tiawa, D.H. (2015). Implementation of Structured Inquiry Based Model Learning Toward Students' Understanding of Geometry. International Journal of Research in Education and Science (IJRES), 1(1), 75-83. https://eric.ed.gov/?id=EJ1105196

q2 · i? · causal · r1

Second hypothesis tested by Kruskal-Wallis on the same 58-student quasi-experiment; Table 9 prints "Chi-Square 0.737" with df 1 and Asym. sig. 0.445, so the null hypothesis was accepted. Descriptive means were 72.41 (high) versus about 71.97 (low).

"There was no significant difference between students' understanding of the concepts that have high student attitudes with low student attitudes."

Discussion¶

Related Claims¶

• Learning model interacts with student attitudes and perceptions in affecting geometry concept understanding — related
• Structured inquiry instruction produces significantly higher geometry concept understanding than conventional instruction in a quasi-experiment — related
• Media scaffolding increases fifth-grade students' understanding of geometry concepts more effectively than no media scaffolding — related