Students taught college algebra via the scientific heuristic method performed significantly better on the post-test than students taught by direct instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a quasi-experiment with two intact college algebra classes, the experimental (scientific heuristic) group performed significantly better than the control (direct instruction) group on the post-test (Wilcoxon Rank-Sum, p = 0.003). → Lina S. Calucag 2016

Evidence¶

Lina S. Calucag 2016¶

Lina S. Calucag. (2016). Divergence of Scientific Heuristic Method and Direct Algebraic Instruction. Journal of Education and Practice, Vol.7, No.3. https://eric.ed.gov/?id=EJ1089794

q2 · i? · causal · r1

Quasi-experimental comparison of two intact College Algebra classes taught by the researcher for twelve sessions; Wilcoxon Rank-Sum test of post-test mean ranks yielded a computed Z-value of 2.986 with p = 0.003, described as "significantly better than the control group".

"This means that experimental group performed significantly better than the control group of students. This pattern is observable on the post-test indicator of the dependent variable."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

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