At-risk grade 2 students taught word problems with the Problem Patterns approach scored significantly higher on the posttest than control students taught traditionally¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Grade 2 experimental students had a lower pretest mean but a significantly higher posttest mean than control students (p < 0.05). → Amiripour 2017

Evidence¶

Amiripour 2017¶

Amiripour, P., Dossey, J.A., & Shahvarani, A. (2017). Using a new schema approach with primary at-risk students in word problem solving. REDIMAT, 6(3), 228-255. http://dx.doi.org/10.17583/redimat.2017.2612

q2 · i? · causal · r2

Independent samples t-test on grade 2 posttest scores (experimental n = 15, control n = 20), with Levene's test confirming equal variances. The article reports "a significant difference (p asymptotically equal to 0.000)" in posttest means; no effect size is printed.

"Table 5 shows that at the grade 2 level, the results showed that a significant difference (p asymptotically equal to 0.000) existed in the means of the grade 2 posttest scores, where there was no significant difference in the means of the pretest scores between the groups."

Discussion¶

Related Claims¶

• Nonlinear word problems with more than one operation posed extreme difficulty for at-risk students, even within PP instruction — related
• At-risk grade 3 students taught with the Problem Patterns approach showed significantly higher posttest ranks than control students — related