Academic self-concept components increased under CPS-ALM, with the self-view-toward-future component rising most (59.38%)¶

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? The self view toward future component (statistics mastery changing views of the future, community activity, becoming a desired teacher) increased by 59.38%. → Takaria. J 2016

Evidence¶

Takaria. J 2016¶

Takaria. J, Rumahlatu. D. (2016). The Effectiveness of CPS-ALM Model in Enhancing Statistical Literacy Ability and Self Concept of Elementary School Student Teacher. Journal of Education and Practice, Vol.7, No.25. https://eric.ed.gov/?id=EJ1115857

q2 · i? · causal · r1

Descriptive percentage increases reported in the results for five academic self-concept components in the CPS-ALM group: ability/inability 52%, attitude and self confidence 53%, sensitivity toward oneself 52.83%, others' view 52.83%, and "increased by 59.38%" for self view toward future. No inferential test accompanies these percentages.

"5) self view toward future, among other statistics mastery can change the view to th e future, being able to do activity in community, being able to become teacher as desired are increased by 59.38%."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• CPS-ALM instruction produces greater statistical literacy enhancement than expository learning in elementary school student teachers — related
• CPS-ALM gains exceed EL gains on most statistical literacy indicators, but analyze-interpretation ability stays in the low category for both groups — related
• CPS-ALM instruction produces greater statistical self-concept enhancement (medium category, N-gain 0.33) than expository learning (low category, N-gain 0.16) — related