Origami instruction yields statistically significant posttest gains in geometric knowledge for teaching shape and space relative to conventional instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Univariate ANOVA showed statistically significant differences in posttest geometric knowledge for teaching (GKT) mean scores between groups favoring the origami group. → Akayuure et al. 2016
Evidence¶
Akayuure et al. 2016¶
Peter Akayuure, S. K. Asiedu-Addo, Victor Alebna. (2016). Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching. International Journal of Education in Mathematics, Science and Technology. https://doi.org/10.18404/ijemst.78424
q3 · i? · causal · r2
Univariate ANOVA on GKT posttest scores in the quasi-experiment (experimental n = 52, control n = 42). Descriptive posttest means were 67.96 (experimental) versus 61.42 (control) on a 100-point max; the mean difference over treatment was 40.25 versus 31.84. No univariate effect size value is printed.
"However, there were statistical significan t differences in posttest mean scores between groups in spatial orientation and GKT ."
Discussion¶
Learner Variables¶
- Geometric Reasoning — outcome: instruction changes it
Related Claims¶
- When pretests are used as covariates, origami instruction produces statistically significant gains in spatial orientation and geometric knowledge but not in spatial visualization — related
- Origami instruction yields statistically significant posttest differences in spatial orientation relative to conventional instruction — related
- Origami and conventional instruction groups showed no preexisting differences on spatial orientation, spatial visualization, or geometric knowledge before treatment — related
- Origami instruction shows no statistically significant posttest advantage over conventional instruction in spatial visualization, despite descriptive gains — related
- Before the intervention, the control and experimental groups were statistically equivalent in geometric thinking — related
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