Learning strategy and achiever motivation interact significantly on cognitive study outcomes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a significant interaction between learning strategy (web-based vs text-based STAD) and achiever motivation on cognitive learning results (F = 3.841, p = .027). → Bambang Hariadi 2016

Evidence¶

Bambang Hariadi 2016¶

Bambang Hariadi, Tutut Wurijanto. (2016). Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3, pp. 189~199. http://iaesjournal.com/online/index.php/IJERE

q2 · i? · causal · r1

Omnibus two-path ANOVA hypothesis test at 0.05 significance (Table 5: Learning Strategy*Archievement Motivation F = 3.841, Sig. .027). The discussion concludes outcome "is not only caused by application of learning strategy, but also their achiever motivation"; no effect size printed.

"There is influence of interaction between learnin g strategy (web -based STAD type of cooperative and textual STAD type of cooperative) and students’ achiever motivation on learning result of Organizational Behaviors subject in cognitive aspect."

Discussion¶

Related Claims¶

• Achiever motivation shows no significant effect or interaction with strategy on affective learning outcomes — related
• The web-based and text-based STAD groups did not differ significantly on the pretest — related
• Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course — related
• Text-based STAD cooperative learning produces better affective learning outcomes than web-based STAD — related