In the PBL class all students reached the minimum standard score on statistics outcomes, while fewer than half did in the conventional class¶

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? Descriptively, the experimental class averaged 84.9 on learning outcomes with 100% mastery (MSC = 70), versus an average of 68.3 and 48.6% mastery in the control class. → 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

Descriptive analysis of pretest-posttest scores in the same quasi-experiment: Table 8 reports an average of 84.9 in the experiment class versus 68.3 in the control class, and mastery percentages of 100% versus 48.6%. The article states 19 control students failed; these are descriptive comparisons with no test reported.

"Regarding mastery of learning outcomes , the result of table 7 shows there are 37 students in the experimental class who pass in learning (who obtained more than the minimum standard score (MSC), with MSC = 70)."

Discussion¶

Related Claims¶

• Questionnaire surveys favor PBL over LBL for theoretical knowledge mastery, clinical diagnostic thinking, teamwork, problem solving, document consultation, learning interest, and learning efficiency — related
• Student responses to PBL statistics learning were positive, and more positive than responses to conventional learning — related
• Experimental-class students scored higher on average (78 vs 70) on the science process skills test — related
• Before the intervention, only 21 of 37 students in the target class reached the minimum completeness criterion in listening — related