Post-test achievement and post-attitude did not differentiate by gender or pre-study mathematical attitude¶

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? Tests of whether post-test scores differentiated by gender and pre-study attitude revealed no meaningfulness. → 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

Secondary moderator analyses reported in the findings section: post-test scores were examined for differentiation by gender and by pre-study mathematical attitude, and neither test revealed meaningfulness. No statistics are printed for these tests.

"Finally, the tests which were used to find out whether control and experimental group students post-test scores differentiate according to their gender and their mathematical attitudes before the study or not, were not reveal any meaningfulness."

Discussion¶

Related Claims¶

• Project based learning produced higher post-test achievement than traditional teaching in the ratio, proportion and percentage unit — related
• Post-test mathematics attitude scores did not differ significantly between the differentiated-instruction and control groups — related
• The effect of Mathematics Mastery did not differ significantly between children with different levels of prior achievement — related