Performance under the Polya Problem-Solving Model differed significantly by scoring level, with high scorers gaining most¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was a significant difference in the performance of high, medium and low scoring students taught using the Polya Problem-Solving Model, with high scorers showing the largest mean gain. → 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

ANCOVA on post-test scores of the 60 experimental-group students grouped by terminal-result scoring level found a significant scoring-level effect, "P value (0.000)". Mean gains were 13.88 (high, n=16), 8.52 (medium, n=23) and 7.19 (low, n=21).

"From the table P value (0.000) is less than P alpha level of 0.050 (P<0.050), therefore the null hypothesis was rejected. There was a significant difference in the performance of high, medium and low scoring students taught using Polya Problem-Solving Model."

Discussion¶

Related Claims¶

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