Poem-enhanced instruction produced higher posttest interest than game-enhanced and modified lecture instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · 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? Students exposed to the poem-enhanced instructional strategy scored significantly higher on posttest interest than students exposed to the game-enhanced strategy and the modified lecture strategy. → Frederick-Jonah 2015
Evidence¶
Frederick-Jonah 2015¶
Frederick-Jonah, T. M. & Igbojinwaekwu, P. C. (2015). Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students’ Interest in Mathematics Learning. Journal of Research in Education, 25(2). https://eric.ed.gov/?id=EJ1098014
q2 · i? · causal · r2
Scheffe post-hoc comparisons following the ANCOVA on estimated marginal means: PEIS mean 15.084, GEIS 14.661, MLIS 10.607. The article reports PEIS "performed significantly better" than GEIS and better than MLIS; no effect size is printed for the pairwise contrasts.
"Table 3 shows that students exposed to PEIS performed significantly better with a mean score of 15.084 than students exposed to GEIS with a mean score of 14.661. Also, students exposed PEIS are better than those exposed to MLIS with a mean score OF 10.607."
Discussion¶
Related Claims¶
- Instructional strategy has a significant main effect on primary students’ posttest interest in mathematics — possibly the same claim (merge candidate)
- Verbal ability has a significant main effect on primary students’ interest in mathematics, with higher verbal ability groups scoring higher — related
- Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
- Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.