Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2010 · 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? After six weeks of instruction, the experimental (problem-solving) group's post-test mean of 57.17 was significantly higher than the control (expository) group's mean of 37.92 (t = 9.25, p < .001). → Kousar Perveen 2010
Evidence¶
Kousar Perveen 2010¶
Kousar Perveen. (2010). Effect Of The Problem-Solving Approach On Academic Achievement Of Students In Mathematics At The Secondary Level. Contemporary Issues In Education Research, 3(3). https://eric.ed.gov/?id=EJ1072552
q2 · i? · causal · r1
Pre-test/post-test equivalent-group study of 48 tenth-grade girls (24 per group) at Government Pakistan Girls High School Rawalpindi; Table 2 reports experimental mean 57.17 (SD 14.12) vs control 37.92 (SD 10.35), t = 9.25, p < .001, "the difference being highly in favor of the experimental group".
"It appears from Table 2 that the difference between the two means was found to be highly significant. Null hypothesis 5 is therefore to be rejected. Hence, both groups were found to be different in post -test achievement scores, the difference being highly in favor of the experimental group."
Discussion¶
Related Claims¶
- Grade VIII students taught with a contextual learning model show higher increases in mathematical problem-solving ability than students taught with expository learning — related
- Collaborative and individual problem solving in traditional PF do not differ in conceptual knowledge after instruction — related
- Productive failure students significantly outperformed lecture-practice and facilitated complex problem solving students on well-structured and higher-order application post-test problems — related
- Experimental-group students scored higher on the post-test achievement test than control-group students (62.47 vs 48.08) — related
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