Sharing task based on CPS produced better problem-solving ability than conventional lecture-based instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught with sharing tasks based on CPS significantly outperformed students taught with the conventional model on problem-solving ability. → Hobri 2020

Evidence¶

Hobri 2020¶

Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students’ Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a

q3 · i? · causal · r2

Bonferroni post hoc comparison in the quasi-experiment: experimental class x2 (sharing task + CPS) exceeded control class x3 by a printed mean difference of 8.353 (sig. .020), while scoring 11.235 below x1.

"Experimental class (x 2) has an average difference of -11.235 with experimental class (x 1) and 8.353 with control class (x3)."

Discussion¶

Related Claims¶

• Jumping task based on CPS produces higher problem-solving ability than sharing task based on CPS, which in turn outperforms conventional instruction, in eighth-grade mathematics — a broader claim this one bears on
• Post-test problem-solving mean scores were 78.35 for the jumping-task CPS class, 67.12 for the sharing-task CPS class, and 58.76 for the conventional class — related
• Problem solving strategy is more effective than the scientific approach for students' ability to solve mathematical problems — related