Students taught with the reform-based instructional method retained significantly more mathematics knowledge than those taught with the traditional method¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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? Retention scores were significantly influenced by instructional method, with the reform-based group retaining more (F = 65.249, 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
Same quasi-experimental study's ANCOVA on retention scores: "the calculated f-ratio for retention is 65,249" with p = .000, so the null hypothesis was rejected. The article reports the reform-based group retained more knowledge than the traditionally taught group.
"the calculated f-ratio for retention is 65,249 with probability significant value of 0.000 which is less than 0.05. The null hypothesis of no significant mean difference in retention was therefore not retained."
Discussion¶
Related Claims¶
- Students taught mathematics with a reform-based instructional method achieved significantly better than students taught the same content with the traditional expository method — related
- Visual learners retained mathematics knowledge better than auditory and tactile learners under reform-based instruction — a narrower finding that bears on this claim
- All three GPA-based groups retained significantly more science knowledge than the control group six months after instruction — a broader claim this one bears on
- Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — related
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