Origami and conventional instruction groups showed no preexisting differences on spatial orientation, spatial visualization, or geometric knowledge before treatment¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly
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? MANOVA and univariate ANOVAs on pretest scores showed no preexisting differences between the experimental and control groups on any dependent measure. → 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
Pretest comparison in the quasi-experiment (experimental n = 52, control n = 42): the MANOVA on pretest scores and univariate ANOVAs on spatial orientation, spatial visualization, and GKT all showed no preexisting group differences, supporting attribution of posttest differences to treatment.
"Furthermore, the univariate ANOVA results on pretest scores showed no preexisting differences between the two groups in terms of the subscales of spatial orientation, spatial visualization and geometric knowledge."
Discussion¶
Related Claims¶
- Origami instruction yields statistically significant posttest gains in geometric knowledge for teaching shape and space relative to conventional instruction — related
- Before the intervention, the control and experimental groups were statistically equivalent in geometric thinking — related
- Origami instruction yields statistically significant posttest differences in spatial orientation relative to conventional instruction — related
- Origami instruction shows no statistically significant posttest advantage over conventional instruction in spatial visualization, despite descriptive gains — related
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