Project based learning improved students' attitudes toward mathematics more than traditional teaching¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group pre-attitude to post-attitude scores differed significantly in favor of post-attitude (p = 0.001). → Özdemir et al. 2015 q2 i? Post-attitude scores differed significantly between groups in favor of the experimental group (p = 0.037). → Özdemir et al. 2015 (2)

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

Related t-test on the experimental group's Mathematics Attitude Scale scores (pre 77.31, post 82.47, N = 36). The article concludes PBL positively affected the experimental group's attitudes.

"According to the results of relate d t-test results (Table 3); (p = 0,001 < 0,05) which was used to compare experimental group students’ mathematics attitude scores before and after the study, a m e a n i n g f u l d i f f e r e n c e c a n b e s e e n i n f a v o r o f p ost-attitude scores"

Özdemir et al. 2015 (2)¶

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

Unrelated t-test comparing post-attitude scores of the two groups (experimental 82.47, control 77.26). The article reports a meaningful difference in favor of the experimental group after the study.

"According to unrelated t-test resu lts (Table 4) (p = 0,037 < 0,05) which was used to compare post-attitudes scores of control and experimental group students, it was seen that there was a meaningful difference in favor of experience group students"

Discussion¶

Related Claims¶

• ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — possibly the same claim (merge candidate)
• Both groups showed statistically significant improvements in attitudes toward mathematics from pre-test to post-test — related
• Attitudes toward mathematics did not differ significantly between the VM-enriched ePBL group and the traditional PBL group after the intervention — related