Senior secondary students taught current electricity with the Polya Problem-Solving Model performed better on the PTCE than students taught by lecture method¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Students exposed to the Polya Problem-Solving Model significantly outperformed students exposed to lecture method on the Performance Test on Current Electricity after a six-week intervention. → Olaniyan 2015
Evidence¶
Olaniyan 2015¶
Olaniyan, Ademola Olatide, Omosewo, Esther O., & Nwankwo, Levi I. (2015). Effect of polya problem-solving model on senior secondary school students' performance in current electricity. European Journal of Science and Mathematics Education, 3(1), 97-104. https://ojcs.siue.edu/ojs/index.php/ejsme
q2 · i? · causal · r1
Quasi-experimental, non-randomized non-equivalent pre-test post-test control group study with 120 S.S.2 physics students in two purposively selected schools; ANCOVA of post-test scores gave a significant treatment effect, "P value (.022)". Post-test means were 33.40 (Polya) versus 12.30 (lecture).
"The result in table 2 showed the P value (.022) is less than P alpha level of 0.050, (P < 0.050). This suggests that the Hypothesis HO1 was rejected. There was significant difference in the performance of students exposed to Polya, Problem-Solving Models and Lecture method in Performance Test on Current Electricity."
Discussion¶
Related Claims¶
- Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity — related
- Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — related
- Performance under the Polya Problem-Solving Model differed significantly by scoring level, with high scorers gaining most — related
- No significant performance difference between male and female students taught with the Polya Problem-Solving Model — related
- Male students taught with the Target-Task Model significantly outperformed female students on the PTCE — related
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