Performance assessment-driven instruction produced significantly higher mathematics post-test scores than traditional instruction in a Ghanaian senior high school quasi-experiment¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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.
q2 i? After six weeks of PA-driven instruction, the experimental group's post-test mean (43.8) was statistically significantly higher than the control group's (27.4). → Arhin 2015
Evidence¶
Arhin 2015¶
Ato Kwamina Arhin. (2015). The Effect of Performance Assessment-Driven Instruction on the Attitude and Achievement of Senior High School Students in Mathematics in Cape Coast Metropolis, Ghana. Journal of Education and Practice, 6(2). https://eric.ed.gov/?id=EJ1083838
q2 · i? · causal · r1
Quasi-experimental nonrandomised pre-test-post-test study with intact classes at Ghana National College; independent samples t-test on post-test scores of the experimental (n=41) and control (n=35) groups. The article reports "t (73.5) = 4.27, p =.00".
"The independent samples t-test result indicates tha t there is a statistically significant difference b etween the post-test mean scores of the experimental group (M = 43.8, SD = 18.8) and the control group (M = 2 7.4, SD = 14.7) t (73.5) = 4.27, p =.00."
Discussion¶
Related Claims¶
- Performance-assessment-driven instruction produced significantly higher post-test mathematics achievement for female senior high school students than traditional instruction — a narrower finding that bears on this claim
- No significant gender difference in mathematics achievement within the performance-assessment experimental group — related
- Experimental-group students' attitudes to mathematics became significantly more positive after PA-driven instruction — related
- Graphical calculator instruction produces significantly higher post-test performance in linear functions than traditional lecture method among Ghanaian SHS students — related
- The 5E instructional model produced significantly higher posttest mathematics achievement than traditional instruction in a Nigerian quasi-experiment — related
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