Project-method learners significantly outperformed control learners on the final test's application-level questions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the final knowledge test section measuring application of knowledge, a statistically significant difference favored the experimental group (p=0.000). → Prtljaga 2017

Evidence¶

Prtljaga 2017¶

Prtljaga, S. & Veselinov, D. (2017). The influence of the project method on the achievement of young learners in the field science and social studies. Research in Pedagogy, 7(2), 254-264. https://doi.org/10.17810/2015.63

q2 · i? · causal · r1

Covariance analysis of the final test's application section (Table 6: group F= 58.154, p .000), parents' education controlled. Experimental tasks included independent or group research, classification and reporting; no effect size is printed.

"there exists a statistically significant difference between the experimental and control group (p=0.000 on a significance scale of 0.05)."

Discussion¶

Related Claims¶

• Project-method learners significantly outperformed control learners on the final test's reproduction-level questions — related
• Project-method learners significantly outperformed control learners on the final test's understanding-level questions — related
• On the initial test's application section the experimental and control groups did not differ significantly — related
• Seventh-grade students taught statistics through project-based learning achieved higher learning outcomes than students taught with conventional learning — a broader claim this one bears on