Students taught mathematics with a reform-based instructional method achieved significantly better than students taught the same content with the traditional expository method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group taught with reform-based instruction achieved significantly higher post-test mathematics scores than the control group taught with the traditional method (F = 45.712, p = .000). → M. N. Modebelu & C. C. Ogbonna 2014

Evidence¶

M. N. Modebelu & C. C. Ogbonna 2014¶

M. N. Modebelu & C. C. Ogbonna. (2014). Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications. International Journal of Education & Literacy Studies 2(2). https://doi.org/10.7575/aiac.ijels.v.2n.2p.48

q2 · i? · causal · r2

Quasi-experimental pre-test randomized control group study of 119 year-one NCE students in Anambra State; experimental group (n=61) taught coordinate geometry with reform-based method, control (n=58) with traditional expository method. The ANCOVA showed "the f-calculated value for achievement is 45.712" with p = .000, so the null hypothesis was rejected.

"the f-calculated value for achievement is 45.712 with probability value of 0.000 which is less than 0.05. The hypothesis was therefore not retained. Hence, the students' achievement in the unit of Mathematics studied was significantly influenced by the instructional method used."

Discussion¶

Related Claims¶

• Students taught with the reform-based instructional method retained significantly more mathematics knowledge than those taught with the traditional method — related
• Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — related