Storytelling-based introduction of fraction concepts produced significantly higher post-test achievement than manipulative-based introduction in third graders¶

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? Third graders taught fractions with target-focused teaching stories scored significantly higher on a post-test than peers taught the same curriculum with manipulative materials. → 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

Quasi-experiment with 76 third graders in two Greek primary schools, experimental (n=38) and control (n=38), same teacher and curriculum, 4-week intervention. Post-test means were 7.89 (SD 1.328) experimental versus 6.96 (SD 1.842) control; the t-test showed "a statistically significant difference".

"According to the results of the t-test, there was a statistically significant difference in the students’ performance between the experimental and control group [t=2.517, df=74, p=0.017<0.05]."

Discussion¶

Related Claims¶

• Medium and low achievement students benefited most from storytelling in fraction teaching, while high achievers showed no significant difference — related
• Storytelling improved comparing fractions, equivalent fractions, creating and manipulating representations, and problem solving, but not part-whole interpretation or number-line use — related