Senior secondary students taught Further Mathematics with problem-based learning scored significantly higher on a post-test researcher-designed higher-order test than students taught with the traditional method¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2013 · checked against its sources 2026-11-02 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Post-test RDT achievement differed significantly between the PBL and TM groups in favour of PBL (t=-5.92, p=.000). → Fatade et al. 2013 q2 i? A one-way ANOVA on post-test RDT scores confirmed the difference between the two classes (F(1,95) = 35.06; p = .000). → Fatade et al. 2013 (2)

Evidence¶

Fatade et al. 2013¶

Alfred Olufemi Fatade, David Mogari, Abayomi Adelaja Arigbabu. (2013). EFFECT OF PROBLEM-BASED LEARNING ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENTS IN FURTHER MATHEMATICS. Acta Didactica Napocensia, Volume 6, Number 3. https://portal.issn.org/resource/ISSN/2065-1430

q2 · i? · causal · r2

Same quasi-experimental design (42 PBL, 54 TM). The RDT is a four-question constructed-response test of higher-order skills; post-test means were 2.43 (PBL) versus 1.34 (TM), with the "mean difference of 1.09" significant and the pre-test difference of 0.01 not significant.

"The mean difference of 0.01 between the control and experimental classes pre-test RDT was however not significant (t=0.05, p=.958) whereas the mean difference of 1.09 between the experimental and control classes after the intervention was significant (t=-5.92, p=.000)."

Fatade et al. 2013 (2)¶

Alfred Olufemi Fatade, David Mogari, Abayomi Adelaja Arigbabu. (2013). EFFECT OF PROBLEM-BASED LEARNING ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENTS IN FURTHER MATHEMATICS. Acta Didactica Napocensia, Volume 6, Number 3. https://portal.issn.org/resource/ISSN/2065-1430

q2 · i? · causal · r2

One-way ANOVA on post-test RDT scores reported in Table 7; between-groups sum of squares 27.862, confirming the t-test result with a matching p value of .000.

"Further analysis of post-test achievement scores on RDT of students in both the experimental and control classes using one-way ANOVA as contained in Table 7 below showed that difference in means between the two classes was significant (F(1,95) = 35.06; p = .000)."

Discussion¶

Related Claims¶

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