Students taught map sketching and location with portfolio assessment showed significantly higher post-test Geography Achievement Test scores than their own pre-test scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-test mean (M=45.65; SD=12.86) was significantly higher than its pre-test mean (M=12.33; SD=6.55), t(48) = -20.24, p < 0.05. → Ugodulunwa 2015

Evidence¶

Ugodulunwa 2015¶

Ugodulunwa, C., & Wakjissa, S. (2015). Use of Portfolio Assessment Technique in Teaching Map Sketching and Location in Secondary School Geography in Jos, Nigeria. Journal of Education and Practice, 6(17). https://eric.ed.gov/?id=EJ1079911

q2 · i? · causal · r2

Quasi-experimental study of 49 students in one school taught map sketching and location with portfolio assessment for 12 weeks; t-test for dependent samples on Geography Achievement Test scores. The article reports "t (48) = -20.24, p < 0.05"; no effect size is printed.

"The mean performance of experimental group on the p ost-test (M=45.65; SD=12.86) was significantly high er than their mean performance on pre-test (M=12.33; S D= 6.55); t (48) = -20.24, p < 0.05."

Discussion¶

Related Claims¶

• Post-test Geography Achievement Test scores of the portfolio-assessment group were significantly higher than those of the discussion-method control group — related
• Among students taught with portfolio assessment, post-test geography performance did not differ significantly by gender — related