Treatment-group preservice teachers showed a statistically significant increase in geometry content knowledge after the quadrilateral activities intervention¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Repeated measures ANOVA showed a significant positive change in treatment group participants' geometry content knowledge, with the printed effect size eta 2 = .25. → Fatma Aslan-Tutak and Thomasenia Lott Adams 2015

Evidence¶

Fatma Aslan-Tutak and Thomasenia Lott Adams 2015¶

Fatma Aslan-Tutak and Thomasenia Lott Adams. (2015). A Study of Geometry Content Knowledge of Elementary Preservice Teachers. International Electronic Journal of Elementary Education, 7(3), 301-318. https://eric.ed.gov/?id=EJ1068059

q2 · i3 · causal · r1

Quasi-experimental quantitative phase: treatment participants (n=54) received geometry activities and student work analysis during two weeks of geometry instruction; repeated measures ANOVA on CKT-M geometry pre/post tests showed "a significant change in participants' geometry content knowledge"; the article prints the effect size eta 2 = .25.

"Results showed a significant change in participants' geometry content knowledge, F(1, 49) = 16.08, p<.001, R2 = .25, eta 2 = .25."

Discussion¶

Related Claims¶

• Geometry content knowledge growth did not differ significantly between treatment and control groups despite a significant main effect of time — related