Junior secondary students taught Basic Science with a self-regulated learning approach achieved higher adjusted mean scores than students taught with the conventional method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The treatment group taught with the self-regulated learning approach achieved a higher adjusted mean achievement score (55.07) than the control group taught with the conventional method (40.24), a statistically significant difference. → Nwafor Chika E 2015

Evidence¶

Nwafor Chika E 2015¶

Nwafor Chika E, Abigail Chikaodinaka Obodo, Gabriel Okafor. (2015). Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083647

q2 · i? · causal · r2

Quasi-experimental pretest posttest non-equivalent control group study with four intact JSS II classes in two Nigerian schools; hypotheses tested with ANCOVA at alpha 0.05. The "calculated F-ratio (F-cal) due to teaching method is 217.427" exceeded the critical value 3.89, so the null hypothesis was rejected. Adjusted means were 55.07 (treatment) versus 40.24 (control).

"the ANCOVA result in Table 4 show s that the calculated F-ratio (F-cal) due to teaching method is 217.427 while the critical value (F-critical) at alpha level of 0.05 is 3.89"

Discussion¶

Related Claims¶

• There is no significant interaction between gender and teaching method on students' achievement in Basic Science — related
• Among students taught Basic Science with the self-regulated learning approach, there is no significant difference between male and female achievement — related