Medium and low achievement students benefited most from storytelling in fraction teaching, while high achievers showed no significant difference¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Medium and low achievement subgroups of the experimental group performed significantly better than the corresponding control subgroups, but the high achievement subgroups did not differ significantly. → Charalambos Lemonidis & Ioanna Kaiafa 2019

Evidence¶

Charalambos Lemonidis & Ioanna Kaiafa 2019¶

Charalambos Lemonidis & Ioanna Kaiafa. (2019). The Effect of Using Storytelling Strategy on Students’ Performance in Fractions. Journal of Education and Learning, 8(2). https://doi.org/10.5539/jel.v8n2p165

q3 · i? · causal · r1

Mann Whitney subgroup comparisons on post-test scores (Table 3): medium achievement p=0.000<0.05 (experimental M=7.67 vs control M=6.27) and low achievement p=0.002<0.05 (M=6.08 vs 4.58); high achievement p=0.0966>0.05.

"According to the results, there is no statistically significant difference in high achievement students’ performance. Instead, medium and low achievement students of experimental group performed significantly better than the same subgroups of the control group."

Discussion¶

Related Claims¶

• Two-way ANOVA on post-test performance showed significant main effects of group and achievement subgroup and a significant group-by-subgroup interaction — a broader claim this one bears on
• Storytelling-based introduction of fraction concepts produced significantly higher post-test achievement than manipulative-based introduction in third graders — related
• Performance differed significantly across low, medium and high scoring students taught with behavioural objectives, with low scorers benefiting most — related