Treatment and verbal ability interact significantly in their effect on students’ interest in mathematics¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The interaction effect of treatment and verbal ability on interest in mathematics was significant, with a small printed effect size (partial eta squared = 0.033). → Frederick-Jonah 2015

Evidence¶

Frederick-Jonah 2015¶

Frederick-Jonah, T. M. & Igbojinwaekwu, P. C. (2015). Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students’ Interest in Mathematics Learning. Journal of Research in Education, 25(2). https://eric.ed.gov/?id=EJ1098014

q2 · i1 · causal · r2

ANCOVA interaction test in the 3 x 3 factorial quasi-experiment; the article reports the interaction was "significant" with "partial eta squared=0.033".

"Table 7 reveals that the interaction effect is significant on students’ interest in mathematics, F (4.334) =2.489; p<0.05; partial eta squared=0.033. The effect size is 3.3%."

Discussion¶

Related Claims¶

• Instructional strategy has a significant main effect on primary students’ posttest interest in mathematics — related
• Verbal ability has a significant main effect on primary students’ interest in mathematics, with higher verbal ability groups scoring higher — related