The TGT experimental group significantly outperformed the lecture-based control group on the mathematics posttest¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After the intervention, the experimental group's posttest mean (24.56, SD = 12.71) exceeded the control group's (9.65, SD = 5.81), a difference the article reports as significant. → Abdus Salam 2015
Evidence¶
Abdus Salam 2015¶
Abdus Salam, Anwar Hossain, & Shahidur Rahman. (2015). Effects of using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh. Malaysian Online Journal of Educational Technology, 3(3). https://eric.ed.gov/?id=EJ1085938
q2 · i? · causal · r1
Between-group comparison from the quasi-experiment's results (Table 1): the experimental group's "posttest mean score ... was 24.56 (SD = 12.71)" versus the control group's 9.65 (SD = 5.81), reported as a significant difference.
"the reported posttest mean score for the experimental group was 24.56 (SD = 12.71) compared to the control group of 9.65 ( SD = 5.81) which showed a remarkable and significant difference in scores."
Discussion¶
Related Claims¶
- Mathematics understanding and communication gains from Cooperative TGT were not sustained after the intervention was withdrawn — related
- Cooperative TGT significantly improves Grade 11 students' mathematics understanding compared with conventional teaching over a five-week intervention — possibly the same claim (merge candidate)
- Grade VIII students taught mathematics with the TGT web-based game technique showed a significant pretest-to-posttest achievement gain over three weeks — related
- Cooperative TGT significantly improves Grade 11 students' mathematics communication compared with conventional teaching — related
- Post-test Geography Achievement Test scores of the portfolio-assessment group were significantly higher than those of the discussion-method control group — related
- Students in Cooperative TGT classrooms learned to socialise while learning mathematics and became more active learners — related
- A cooperative learning program produced significantly higher mathematics achievement than traditional teaching in fourth-grade students — related
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