Both groups improved significantly from pretest to posttest, and the experimental group's posttest scores significantly exceeded the control group's¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon Sign Rank Tests showed significant pretest-to-posttest differences within both groups, and a Mann-Whitney Test showed a significant between-group posttest difference. → Salazar 2015

Evidence¶

Salazar 2015¶

Salazar, D. A. (2015). Razalas' Grouping Method and Mathematics Achievement. Journal of Education and Practice, Vol.6, No.8. https://eric.ed.gov/?id=EJ1082724

q2 · i? · causal · r1

Within-group Wilcoxon tests (control W=-28; experimental W=-231, z-observed 4.01) and a between-group Mann-Whitney Test (UA=62, z=1.45) were significant at 0.05. Posttest mean was 9.33 (failing) for control and 14.33 (grade 1.75, Good) for the experimental group.

"Table 5 revealed that there is a significant difference on the student scores in the achievement test before and after exposing them to Razalas' Method of Grouping and Individual Learning."

Discussion¶

Related Claims¶

• Students entered the Integral Calculus experiment with near-zero pretest scores, indicating weak prerequisite preparation — related
• Students taught with Razalas' Method of Grouping achieved significantly higher gain scores than students in Individual Learning in Integral Calculus — related
• Both experimental and control groups improved their proportional reasoning scores from pretest to posttest — related
• Both experimental and control students showed significant pre-to-post gains on the Newton's Laws achievement test — related