Instructional strategy has a statistically significant main effect on senior secondary students' achievement in algebra, with a large partial eta squared of .136¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 There was a statistically significant main effect of treatment (PBL, BL, TLM) on students' achievement in algebra, with treatment accounting for 13.6% of the overall (effect+error) variability. → Ojaleye 2018

Evidence¶

Ojaleye 2018¶

Ojaleye, O. & Awofala, A.O.A. (2018). Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students' achievement in algebra. International Journal of Research in Education and Science (IJRES), 4(2), 486-501. https://doi.org/10.21890/ijres.428286

q3 · i2 · causal · r2

Quasi-experimental pretest-posttest non-equivalent control group study of 388 senior secondary year two students in nine Lagos State private schools, analysed with ANCOVA. The article reports F (2,387)=30.112, p=0.000, and "η2p=0.136", which it calls a large effect for treatment.

"An analysis of the posttest achievement scores of the students in the two experimental and one control groups using the Analysis of Covariance as contained in Table 6 below showed that the difference in means among the three groups was statistically significant (F (2,387)=30.112, p=0.000, η2p=0.136)."

Discussion¶

Related Claims¶

• Descriptive gains in algebra achievement were largest for the blended learning group, followed by PBL and then TLM — related
• Both blended learning and problem-based learning produced significantly higher algebra achievement than traditional lecture method, while BL and PBL did not differ significantly — related
• Treatment and gender did not interact significantly in their effects on algebra achievement — related