Retention scores differed significantly between students taught with discussion and lecture methods¶

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? Spearman's rank correlation of ranked retention scores two weeks after treatment showed a significant difference between discussion and lecture groups (r cal = 0.9786 > 0.2353 at P < 0.05). → Efe M.Omwirhiren 2015

Evidence¶

Efe M.Omwirhiren 2015¶

Efe M.Omwirhiren, Esq. [Ph.D]. (2015). Enhancing Academic Achievement And Retention In Senior Secondary School Chemistry Through Discussion And Lecture Methods: A Case Study Of Some Selected Secondary Schools In Gboko, Benue State, Nigeria. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079117

q2 · i? · causal · r1

The CAT was rearranged and reshuffled and administered as a Chemistry Retention Test two weeks after the main treatment to 59 students per group; mean scores were ranked and analyzed through Spearman's rank correlation coefficient.

"Result in table 6 shows that r cal > r crit., i.e. 0.9786 is greater than 0.2353. The null hypothesis 3 is rejected and so there is significant difference in the mean retention scores between students taught using lecture and discussion methods."

Discussion¶

Related Claims¶

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