Pretest analysis showed the control and treatment groups of 7th graders were parallel in previous algebra knowledge¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The difference between control and treatment groups' pretest mean scores was not statistically significant, so the intact groups were parallel in previous knowledge. → Bhutto Muhammad Ilyas 2013
Evidence¶
Bhutto Muhammad Ilyas 2013¶
Bhutto Muhammad Ilyas, Khalid Jamil Rawat, Muhammad Tariq Bhatti, & Najeeb Malik. (2013). Effect of Teaching of Algebra through Social Constructivist Approach on 7th Graders' Learning Outcomes in Sindh (Pakistan). International Journal of Instruction, 6(1). https://eric.ed.gov/?id=EJ1085370
q2 · i? · causal · r2
Pretest t-test analysis of the two intact grade-7 sections (control N 26, treatment N 28) using GraphPad QuickCalcs. The two-tailed p-value was 0.3319 with observed t-value 0.9896 at df 25, a "not statistically significant result"; means were 2.35 (control) and 2.93 (treatment).
"The t-test analysis of pretest scores of both groups revealed that the difference of mean scores was not statistically significant thus the null hypothesis could not be rejected (but accepted)."
Discussion¶
Related Claims¶
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