Project based learning produced higher post-test achievement than traditional teaching in the ratio, proportion and percentage unit¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group students scored significantly higher on the post-test than control group students (p = 0.047). → Özdemir et al. 2015

Evidence¶

Özdemir et al. 2015¶

Ahmet Şükrü Özdemir, Filiz Yıldız and Sevda Göktepe Yıldız. (2015). The effect of project based learning in “ratio, proportion and percentage” unit on mathematics success and attitude. European Journal of Science and Mathematics Education, Vol. 3, No. 1. https://ojs.uef.fi/ejsme

q2 · i? · causal · r2

Quasi-experimental pre/post control-group study of 70 7th graders (36 experimental, 34 control) taught the same unit over 7 weeks. The unrelated t-test found a meaningful difference in favor of the experimental group, whose post-test mean was 16.47 versus 14.15 for the control group.

"According to the results of the unrelated t-test (Tab le 2), (p = 0,047 < 0,05) which was used to search whether there is a meaningful difference between th e post-test scores of control and experimental group students"

Discussion¶

Learner Variables¶

• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

• The experimental group improved significantly from pre-test to post-test while the control group did not — related
• PBL produced no statistically significant post-test achievement difference compared with traditional instruction on the structure and properties of matter in seventh grade — related
• Post-test achievement and post-attitude did not differentiate by gender or pre-study mathematical attitude — related
• Both experimental and control groups improved their proportional reasoning scores from pretest to posttest — related