Round-robin instructional strategy produces higher student interest in electrochemistry than conventional teaching among Nigerian senior secondary students¶

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? Students taught electrochemistry with Round-robin had significantly higher mean interest scores than students taught with the conventional method (t208 = 5.70, p = .00). → 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

Quasi-experimental pre-test/post-test control-group study of 210 SSS2 students in two co-educational schools; independent t-test on post-test interest scores. The article reports "t 208 = 5.70, P =.00" and an effect magnitude of around 14% (r2), described as a large effect.

"The mean difference of 28. 01 is statistically significant, (t 208 = 5.70, P =.00). This show s that there is statistical difference between the experimental group and control group mean interest scores."

Discussion¶

Related Claims¶

• Descriptive interest gains favour Round-robin (mean gain 10.24) over conventional teaching (mean gain 4.61) — possibly the same claim (merge candidate)
• No significant difference in interest between male and female students taught electrochemistry with Round-robin — related
• Jigsaw instruction produced more favourable student attitudes toward ethnic integration than conventional lecture in Nigerian Social Studies classrooms — related