Grade VIII students taught mathematics with the TGT web-based game technique showed a significant pretest-to-posttest achievement gain over three weeks¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The TGT experimental group improved significantly from pretest (M = 11.85) to posttest (M = 24.57) on the achievement test, t(84) = -7.172, p < .05. → 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

Quasi-experimental pretest-posttest study of 43 experimental-group Grade VIII students at Faizun-Nesa High School after a 3-week TGT intervention; the article reports "on pretest they have M = 11.85 whereas on posttest they have M = 24.57" with t(84) = -7.172, p < .05.

"From the descriptive statistics, it can be seen that on pretest they have M = 11.85 whereas on posttest they have M = 24.57, t (84) = -7.172, p < .05."

Discussion¶

Related Claims¶

• The lecture-based control group showed no significant achievement change over the three-week period — related
• Cooperative TGT significantly improves Grade 11 students' mathematics communication compared with conventional teaching — related
• Cooperative TGT significantly improves Grade 11 students' mathematics understanding compared with conventional teaching over a five-week intervention — related
• The TGT experimental group significantly outperformed the lecture-based control group on the mathematics posttest — related
• Students in Cooperative TGT classrooms learned to socialise while learning mathematics and became more active learners — related