Problem solving strategy type significantly affects chemistry achievement, with a hierarchical order of PF, PM and PC¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the quasi-experiment, the strategy main effect on post-test achievement was significant, and the hierarchical order of achievement was PF, PM and PC for both urban and rural groups. → Jacobson Barineka Nbina & Obomanu 2011

Evidence¶

Jacobson Barineka Nbina & Obomanu 2011¶

Jacobson Barineka Nbina & Obomanu, B. Joseph. (2011). Assessment of the Effects of Problem Solving Instructional Strategies On Students' Achievement and Retention in Chemistry With Respect to Location in Rivers State. World Journal of Education, 1(2). https://doi.org/10.5430/wje.v1n2p74

q2 · i? · causal · r2

Quasi-experimental pre-test, post-test non-equivalent control group study of 428 SS II students in intact classes randomly assigned to PF, PM and PC. Results in Table 1 show post-test means exceeded pre-test means, and "the hierarchical order of achievement is PF, PM and PC". Table 2 reports the strategy main effect as significant (F = 178.214).

"Based on this observation the subjects in both urban and rural schools made some gains in achievement and for both groups the hierarchical order of achievement is PF, PM and PC."

Discussion¶

Related Claims¶

• Mean retention scores were highest for PF, followed by PM and least for PC, in both urban and rural locations — related
• Productive failure students significantly outperformed lecture-practice and facilitated complex problem solving students on well-structured and higher-order application post-test problems — related