Students taught with the Target-Task Problem-Solving Model significantly outperformed lecture-method students on the Performance Test on Current Electricity¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Design limits · Olaniyan 2015: the intervention came bundled with another change (different teachers for the experimental and control groups); groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? Post-test performance differed significantly between the Target-Task group and the lecture group after adjusting for pre-test scores (p = .012). → Olaniyan 2015

Evidence¶

Olaniyan 2015¶

Olaniyan, A. O., & Omosewo, E. O. (2015). Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics. Science Education International, 25(4), 522-538. https://eric.ed.gov/?id=EJ1086539

q2 · i? · causal · r2

Quasi-experimental, non-randomized pre-test/post-test control group study with 120 Senior Secondary II students (60 per school). ANCOVA of post-test PTCE scores gave Treatment F = 13.076, Sig. .012; mean gain was 15.67 for Target-Task versus 0.98 for lecture, described as "a positive effect for the experimental group".

"Table 2 shows the P value (.012) is less than the P alpha level of 0.050, (P < 0.050). This suggests that the Hypothesis HO1 needs to be rejected."

Discussion¶

Related Claims¶

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