Claims

Problem solving strategy is more effective than the scientific approach for 10th-grade students' mathematical communication ability

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · 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? In a quasi-experimental non-equivalent pretest-posttest control group study, students taught with problem solving strategy scored significantly higher in mathematical communication than students taught with the scientific approach (t = 8.50, Sig. < 0.025). → Tambunan 2019

Evidence

Tambunan 2019

Hardi Tambunan. (2019). The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students' Mathematical Capabilities in High Order Thinking Skills. International Electronic Journal of Mathematics Education, 14(2), 293-302. https://doi.org/10.29333/iejme/5715

q2 · i? · causal · r2

Quasi-experiment with non-equivalent pretest-posttest control group design; experimental group n = 138, control n = 139, 10th grade in Medan, Indonesia. The t test gave "the value of t = 8.50, Sig. < 0.025"; descriptive mean for communication was 75.6304 (experiment) vs 71.8705 (control).

"The results of the t test show that the value of t = 8.50, Sig. < 0.025, the null hypothesis was rejected, and therefore, problem solving strategies are more effective than scientific approaches to students' abilities in mathematical communication."

Discussion

Learner Variables

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