The STAD group showed a larger descriptive gain in problem solving ability than the PBL group.¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The STAD group's problem solving scores rose from 21.240 to 33.960 while the PBL group's rose from 20.400 to 24.360, a difference the authors describe as huge. → Tawachai Rattanatumma and Dr.Vichian Puncreobutr 2016
Evidence¶
Tawachai Rattanatumma and Dr.Vichian Puncreobutr 2016¶
Tawachai Rattanatumma and Dr.Vichian Puncreobutr. (2016). Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099565
q2 · i? · causal · r1
Descriptive statistics from Table 2 show the STAD group's problem solving mean rose from 21.240 to 33.960 while the PBL group's rose from 20.400 to 24.360. The authors describe this as a huge difference in scores between the two teaching methods.
"A huge difference in scores w as observed between two teaching methods and hence it can be concluded that STAD model of cooperative learning have high impact in improving problem solving ability of students."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Students taught through the STAD model of cooperative learning achieved significantly higher problem solving ability than students taught through problem-based learning. — related
- Both teaching methods improved students' post-test scores over their pre-test scores in mathematics learning achievement and problem solving ability. — a broader claim this one bears on
- Students taught through the STAD model of cooperative learning achieved significantly higher mathematics learning achievement than students taught through problem-based learning. — related
- Nigerian SS II physics students taught with computer-assisted STAD cooperative learning achieved significantly higher post-test scores than students taught with Individualized Computer Instruction — related
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