Experimental-group students' attitudes to mathematics became significantly more positive after PA-driven instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The paired samples t-test showed a statistically significant difference in the experimental group's attitude to mathematics before (M=37.7) and after (M=53.6) the treatment. → 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

Paired samples t-test on the 15-item Likert attitude questionnaire administered to the 42 experimental-group students before and after treatment; Table 3 reports means of 37.7 and 53.6 with a printed p of .000. No effect size is printed.

"The paired samples t-test result indicates that the re is a statistically significant difference in the attitude of students to mathematics before and after the tre atment. The null hypothesis is, therefore, rejected ."

Discussion¶

Related Claims¶

• Performance assessment-driven instruction produced significantly higher mathematics post-test scores than traditional instruction in a Ghanaian senior high school quasi-experiment — related
• No significant change in mathematics attitudes for either group except a significant decline in enjoyment for the control group — reports the opposite
• Performance-assessment-driven instruction produced significantly higher post-test mathematics achievement for female senior high school students than traditional instruction — related