The three concept-mapping groups were statistically equivalent in chemistry problem-solving ability before treatment¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-test ANOVA showed no significant difference in mean scores among the three groups (F = 1.189; p = .307). → Bamidele 2013

Evidence¶

Bamidele 2013¶

Bamidele, E.F. & Oloyede, E. O. (2013). Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry. World Journal of Education, 3(1). https://doi.org/10.5430/wje.v3n1p66

q2 · i? · causal · r2

One-Way ANOVA of PSATC pre-test scores (Table 2: Between Groups F = 1.189, Sig. .307; group means 30.81, 31.13, 33.93 for flowchart, spider, hierarchical). The article reports "no significant difference in the mean score of the three groups" at entry.

"Since p > 0.05, this indicated that there was no significant difference in the mean score of the three groups with respect to their performance in Chemistry as shown by their result in the pre-test."

Discussion¶

Related Claims¶

• All three concept mapping strategies enhanced students' problem-solving performance in chemistry from pre-test to post-test — related
• The three groups were equivalent on EPT pre-test scores before the intervention — related
• Descriptive post-test means numerically favoured the spider concept mapping group, though not significantly — related
• Experimental and control groups were academically equivalent on the organic chemistry achievement test before the treatment — related
• Groups were equivalent in mathematics achievement before the application — related