PBLCCS yields greater gains in mathematical critical thinking skill than Explicit Direct Instruction in a Number Theory course¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The N_Gain mean for MCT was 0.87 (High) in the experiment class versus 0.55 (Medium) in the control class. → Zetriuslita 2017
Evidence¶
Zetriuslita 2017¶
Zetriuslita, Wahyudin & Jarnawi. (2017). Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course. International Education Studies, 10(7). https://doi.org/10.5539/ies.v10n7p65
q2 · i? · causal · r1
Descriptive gain analysis of the same quasi-experiment: experiment class N_Gain mean 0.87 (category High), control class 0.55 (category Medium), reported in Table 2 with N of 25 and 26. No effect size is printed.
"Table 2 shows a different gain-average (N-Gain Mean ) of students’ critical thinking skills between the experiment class (EC) and the control class (CC). We can see that N_Gain in EC is greater than N_Gain in CC"
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- PBLCCS produces better N_Gain than EDI on each critical thinking indicator — related
- PBLCCS shows no significant advantage over EDI for mathematical curiosity attitude gains — related
- Posttest critical thinking scores averaged 11.64 in the e-book class versus 9.41 in the control class, with pretest means of 4.42 and 4.31 — related
- Normalized gain in mathematical critical thinking was 0.83 in the e-book class versus 0.76 in the conventional-textbook class — related
- Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — related
- Students taught Elementary Algebra with e-books showed significantly higher mathematical critical thinking gains than students taught with conventional textbooks — related
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