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

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–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 TMT achievement differed significantly between the PBL and TM groups in favour of PBL (t=-3.58, p=.001). → Fatade et al. 2013 q2 i? A one-way ANOVA on post-test TMT scores confirmed the difference between the two classes (F(1,95) = 12.82; p = .001). → 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 · r1

Quasi-experimental pretest-posttest non-equivalent control group study of 96 students (42 PBL, 54 TM) in intact classes. The post-test TMT mean was 43.79 (PBL) versus 34.96 (TM); the "mean difference of 8.83" after intervention was significant, while the pre-test difference of 2.60 was not.

"The mean difference of 2.60 between the control and experimental classes in the pre-test TMT was however not significant (t=1.07, p=.286) whereas the mean difference of 8.83 between the experimental and control classes after the intervention was significant (t=-3.58, p=.001)."

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 TMT scores for the experimental and control classes reported in Table 5; between-groups sum of squares 1838.992, confirming the t-test result with a matching p value of .001.

"Further analysis of post-test achievement scores on TMT of students in both the experimental and control classes using one-way ANOVA as contained in Table 5 below showed that difference in means between the two classes was significant (F(1,95) = 12.82; p = .001)."

Discussion¶

Related Claims¶

• 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 — related
• Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — a broader claim this one bears on
• Both blended learning and problem-based learning produced significantly higher algebra achievement than traditional lecture method, while BL and PBL did not differ significantly — related