The strategy-by-location interaction is not significant for retention, indicating similar retention across strategies in both locations¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The interaction (strategy X location) on retention was not significant, showing that urban and rural subjects in the PF, PM and PC groups retained similarly. → Jacobson Barineka Nbina & Obomanu 2011

Evidence¶

Jacobson Barineka Nbina & Obomanu 2011¶

Jacobson Barineka Nbina & Obomanu, B. Joseph. (2011). Assessment of the Effects of Problem Solving Instructional Strategies On Students' Achievement and Retention in Chemistry With Respect to Location in Rivers State. World Journal of Education, 1(2). https://doi.org/10.5430/wje.v1n2p74

q2 · i? · causal · r2

Authors' interpretation of the two-way ANCOVA in Table 4, where the Strategy X Location interaction is marked NS (F = 0.889). The article attributes the similar retention to problem solving being an activity method of teaching, citing Tenebaum (1986) and Okebukola (1986).

"In retention test, (Table 4) location was not significant. Also the interaction (strategy X location) is not significant. This shows that both urban and rural subjects in the PF, PM and PC groups retained similarly."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• School location (urban vs rural) shows no significant difference in post-test chemistry achievement — related
• School location shows no significant difference in chemistry retention scores — related
• Mean retention scores were highest for PF, followed by PM and least for PC, in both urban and rural locations — related