Descriptive interest gains favour Round-robin (mean gain 10.24) over conventional teaching (mean gain 4.61)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean interest gain (10.24) exceeded the control group's (4.61) in descriptive pre/post comparisons. → Adigun Folaranmi A; Grace A. Ajagun; Madu Samuel 2019

Evidence¶

Adigun Folaranmi A; Grace A. Ajagun; Madu Samuel 2019¶

Adigun Folaranmi A; Grace A. Ajagun; Madu Samuel (2019). Effect of Round-Robin Instructional Strategy on Senior Secondary School Students' Interest in Electrochemistry in Federal Capital Territory Abuja Nigeria. Journal of Education and e-Learning Research, 6(3): 129-134. https://doi.org/10.20448/journal.509.2019.63.129.134

q2 · i? · causal · r1

Descriptive analysis of pre-test/post-test interest scores (Table 1): experimental group pre-test mean 88.68 (SD 2.00), post-test 98.92 (SD 1.89); control group 66.31 (SD 2.78) to 70.92 (SD 17.63). These are descriptive means; the inferential test is reported separately.

"The mean gain for students taught using Round -robin instructional strategy and conventional method are 10.24 and 4.61 respectively. The result indicates that students taught electrochemistry using Round -robin instructional strategy had higher interest mean scores than their counterparts taught the same topic using conventional teaching method."

Discussion¶

Related Claims¶

• Round-robin instructional strategy produces higher student interest in electrochemistry than conventional teaching among Nigerian senior secondary students — possibly the same claim (merge candidate)