Grade-7 students taught algebra through Vygotsky's social constructivist approach achieved statistically significantly better posttest outcomes than students taught through traditional one-way teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Design limits · Bhutto Muhammad Ilyas 2013: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? The treatment group taught through the social constructivist approach excelled in achieving statistically significant learning outcomes compared to the control group taught through traditional one-way teaching. → Bhutto Muhammad Ilyas 2013

Evidence¶

Bhutto Muhammad Ilyas 2013¶

Bhutto Muhammad Ilyas, Khalid Jamil Rawat, Muhammad Tariq Bhatti, & Najeeb Malik. (2013). Effect of Teaching of Algebra through Social Constructivist Approach on 7th Graders' Learning Outcomes in Sindh (Pakistan). International Journal of Instruction, 6(1). https://eric.ed.gov/?id=EJ1085370

q2 · i? · causal · r1

Posttest t-test analysis of the same two intact sections (control N 26, treatment N 28). Two-tailed p-value was 0.0415, reported as "Statistically significant", with observed t-value 2.1492 at df 25; posttest means were 5.31 (control) and 9.04 (treatment).

"The t-test analysis of pos-ttest scores re vealed that there was statistical significance between the mean scores of control and treatment groups and the treatment group achieved significantly better learning outcomes."

Discussion¶

Related Claims¶

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