Seventh-grade students taught statistics through project-based learning achieved higher learning outcomes than students taught with conventional learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA showed a statistically significant difference in learning outcomes favoring the PBL experimental class over the conventional control class (F = 103.4339, p = 0.000). → Tatag Yuli Eko SISWONO 2018

Evidence¶

Tatag Yuli Eko SISWONO 2018¶

Tatag Yuli Eko SISWONO, Sugi HARTONO, Ahmad Wachidul KOHAR. (2018). Effectiveness of Project Based Learning in Statistics for Lower Secondary Schools. Eurasian Journal of Educational Research, 75, 197-212. https://eric.ed.gov/?id=EJ1181463

q2 · i? · causal · r2

Quasi-experimental non-equivalent pretest-posttest control group study over two months with 37 experimental and 38 control seventh-grade students; pretest-posttest data analyzed by ANCOVA. The article reports "F = 103.4339 against p = 0.000" with p < 0.05. No effect size is printed.

"Based on analysis of inferential statistical data, the results of the analysis showed ANCOVA test F = 103.4339 against p = 0.000 . Because p <0.05, there is a significant difference between project-based learning in the experimental class and conventional learning in the control class."

Discussion¶

Related Claims¶

• Students' initial ability influenced their statistics learning outcomes in both the experimental and control classes — related
• Project-based learning significantly increased 8th grade students' attitudes towards statistics from pre-test to post-test — related
• ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — related
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related