Project-based learning significantly increased 8th grade students' attitudes towards statistics from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the intervention group, mean Rasch attitude scores rose from .51 (SD = .64) at pre-test to 1.18 (SD = .87) at post-test, a dependent t-test significant difference. → Koparan 2014

Evidence¶

Koparan 2014¶

Koparan, T., & Güven, B. (2014). The Effect on the 8th Grade Students' Attitude towards Statistics of Project Based Learning. European Journal of Educational Research, 3(2), 73-85. https://eric.ed.gov/?id=EJ1086040

q2 · i? · causal · r2

Quasi-experimental pre/post study; 35 8th-grade students taught statistics via student-defined projects for about one month. The article reports the dependent t-test on Rasch logits: "t(34) = -3.553, p < .05", with means .51 to 1.18.

"Looking at the measures of the intervention groups the average score of students at the pre -test was .51 (SD = .64), while the average score at post was 1.18 ( SD = .87). Results from a dependent t-test indicate that this difference was significant, t(34) = -3.553, p < .05."

Discussion¶

Related Claims¶

• Intervention and control groups did not differ significantly in attitudes towards statistics at pre-test — related
• Traditional textbook-based statistics instruction produced no significant change in students' attitudes towards statistics — related
• ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — related
• The 20-item attitude towards statistics scale showed acceptable Rasch fit and reliability, supporting a unidimensional construct — related