After a 27-week performance-focused intervention, 9th-grade students in the experimental group scored significantly higher on the posttest performance measure than control-group students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest PÖÖ2 mean scores differed significantly between experimental and control groups in favor of the experimental group (6.31 vs 3.39). → Seval Deniz KILIÇ & Hüseyin ALKAN 2018

Evidence¶

Seval Deniz KILIÇ & Hüseyin ALKAN 2018¶

Seval Deniz KILIÇ & Hüseyin ALKAN. (2018). The Effects of Activities and Approachments Intended Performance Improvement on the Students' Performances in Mathematics. Journal of Education and Learning, 7(5). https://doi.org/10.5539/jel.v7n5p146

q2 · i? · causal · r1

Semi-experimental pre-test post-test control-group study with 29 students per group in an Anatolian high school; t-test on PÖÖ2 posttest means gave t = 5.959, p = 0.000, with means of 6.31 (experimental) and 3.39 (control), showing "a statistically si gnificant difference".

"As can be seen in Table 4, there is a statistically si gnificant difference between the PÖÖ2 mean scores of the experimental and control groups. This difference is in favor of the experimental group."

Discussion¶

Related Claims¶

• Group learning produced significantly higher mathematics achievement than conventional teaching among rural grade-nine students after a 15-week intervention — related
• The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — related
• Experimental-group posttest means exceed control-group means on both implicit and explicit knowledge measures — related