PBL produced significantly higher mixtures achievement than teacher-centered traditional instruction in 10th-grade chemistry¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After 16 course hours, the experimental (PBL) group scored significantly higher than the control (traditional) group on the mixtures achievement posttest. → Üce and Ates 2016

Evidence¶

Üce and Ates 2016¶

Musa Üce, İsmail Ateş. (2016). Problem-based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic. Journal of Education and Training Studies, Vol. 4, No. 12. http://dx.doi.org/10.11114/jets.v4i12.1939

q2 · i? · causal · r1

Pretest-posttest control group experiment with 24 students per group at an Anatolian High School; independent-samples t-test on posttest means (control 17,920 vs experimental 22,040) showed "a significant difference in favor of the experimental group" (p<0.05). No effect size is printed.

"In consequence of the statistical analysis of posttest realized after the application, a significant difference in favor of the experimental group was found in the achievement test on mixtures topic. (p<0.05, Table:2)."

Discussion¶

Related Claims¶

• Before instruction, the PBL and control groups did not differ significantly in mixtures achievement — related
• Pre-service teachers in a dynamic-web-technology-supported problem-based collaborative learning environment achieved higher post-test course achievement scores than peers in the face-to-face version — related
• Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — related
• Prior chemistry studies cited by the authors also favor PBL over traditional methods — a broader claim this one bears on
• A week of reflective writing after a general chemistry lab experiment produces a statistically significant posttest increase compared to a control group — related