Activating prior knowledge raises Mathematics achievement in junior secondary students¶

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? After the treatment, the experimental group scored significantly higher than the control group on the Mathematics post-test. → Olu Oyinloye 2013

Evidence¶

Olu Oyinloye 2013¶

Olu Oyinloye, Abiodun.A. Popoola. (2013). Activating Junior Secondary School Students' Prior Knowledge for the Development of Vocabulary, Concepts and Mathematics through Instructional Strategies. International Journal of Education & Literacy Studies, 1(2). https://doi.org/10.7575/aiac.ijels.v.1n.2p.1

q2 · i? · causal · r2

Mathematics post-test in the same quasi-experiment: experimental mean 11.800 (SD 1.98) versus control mean 10.769 (SD 1.45), with t-cal "-6.08" against a table value of 1.96, reported as a significant difference at 0.05. The table itself prints -6.38, an inconsistency in the article.

"Table 4 above shows that the t-cal is -6.08 while the table value is 1.96. This implies that the t-calculated is greater than the table value. The null hypothesis is therefore retained at 0.05 level of significance. This implies that the achievement of the students in the experimental group in Mathematics is significantly different from that of the control group."

Discussion¶

Related Claims¶

• Activating prior knowledge with Preview-and-Predict and K-W-L strategies raises English comprehension achievement in junior secondary students — related