Scheffe post-hoc comparisons ranked concept mapping highest, followed by cooperative learning, then conventional teaching, with all pairwise differences significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Concept mapping outperformed conventional teaching with a post-test mean score difference of 6.56 (p = 0.000), and cooperative learning outperformed conventional teaching with a difference of 3.57 (p = 0.001). → T. D. Bot & John E. Eze 2016 q2 i? Concept mapping and cooperative learning also differed significantly from each other, with a post-test score difference of 2.83 (p = 0.012). → T. D. Bot & John E. Eze 2016

Evidence¶

T. D. Bot & John E. Eze 2016¶

T. D. Bot & John E. Eze. (2016). Effects of concept mapping and cooperative learning strategies on senior secondary school students' achievement in trigonometry in Kano state, Nigeria. European Journal of Science and Mathematics Education, 4(1), 56-66. https://eric.ed.gov/?id=EJ1107765

q2 · i? · causal · r2

Scheffe's post-hoc analysis (Table 3) of the three-group quasi-experiment. The article reports differences of 2.83 (p = 0.012) between the two strategies, 3.57 (p = 0.001) and 6.56 (p = 0.000) versus conventional teaching; "there is a significant mean difference in the application of the two strategies".

"the post‐test achievement mean score based on the use of concept mapping and cooperative learning strategies is 2.83 with a p‐value of 0.012 is less than α=0.05. This means there is a significant mean difference in the application of the two strategies"

Discussion¶

Related Claims¶

• SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — possibly the same claim (merge candidate)
• The combined Pre-question/Genre strategy produced the highest attitude to reading, exceeding Pre-question, Genre and Control groups — related
• Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — related