Origami instruction shows no statistically significant posttest advantage over conventional instruction in spatial visualization, despite descriptive gains¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · 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 found no statistically significant difference in posttest spatial visualization mean scores between the origami and conventional groups. → 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 spatial visualization (punched holes test) posttest scores in the quasi-experiment (experimental n = 52, control n = 42). Descriptive posttest means were 52.29 versus 47.13 on an 80-point max, but the difference was not statistically significant; equivalence was not tested.
"The analysis showed no statistical significant difference in posttest mean score between the experimental and control groups regarding spatial visualization."
Discussion¶
Learner Variables¶
- Spatial Ability — 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 gains in geometric knowledge for teaching shape and space relative to conventional instruction — 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
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