Instructional strategy (Enrichment Triad, Self-Directed, or conventional) has a significant effect on gifted students' post-test academic achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The effect of treatment on post-test scores was statistically significant at p<0.05, so the null hypothesis of no difference among the three groups was rejected. → Fakolade 2010

Evidence¶

Fakolade 2010¶

Fakolade, O. A. & Adeniyi, S. A. (2010). Efficacy of Enrichment Triad and Self-Direct Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria. International Journal of Special Education, Vol 25 No 1. https://eric.ed.gov/?id=EJ890561

q2 · i? · causal · r2

Quasi-experimental pre-test/post-test control-group study of 75 gifted secondary students in Oyo State, Nigeria, analyzed with ANCOVA at 0.05. The article reports the treatment effect was "significant (F 3.56 = 495.498, p<0.05)" and the null hypothesis was rejected.

"the effect of treatment on the post-test scores of subjects was significant (F 3.56 = 495.498, p<0.05). This shows that there was a significant difference in the academic achievement of gifted students exposed to Enrichment Triad, Self-Directed model and Control Group."

Discussion¶

Related Claims¶

• Multiple Classification Analysis shows both treatment groups with large positive adjusted deviations and the control group far below average — a narrower finding that bears on this claim
• Gender has no significant main effect on gifted students' post-test achievement in the study — related
• Treatment (7E learning cycle, case-based learning, or conventional teaching) has a significant main effect on senior secondary students' chemistry achievement — related