Paired-samples t-tests show a significant mean-score gain from pre- to post-test in the VHPI group but not in the conventional-instruction group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the experimental group, mean VHGT scores rose from 18.32 to 30.79 with a significant paired difference (t(74) = -30.776, p = 0.000 < 0.05). → Armah 2018 q3 i? In the control group, the pre-to-post mean change from 18.84 to 20.25 was not significant (t(74) = -0.445, p = 0.658 > 0.05). → Armah 2018 (2)

Evidence¶

Armah 2018¶

Armah, R.B., Cofie, P.O., & Okpoti, C.A. (2018). Investigating the effect of van Hiele Phase-based instruction on pre-service teachers' geometric thinking. International Journal of Research in Education and Science (IJRES), 4(1), 314-330. https://doi.org/10.21890/ijres.383201

q3 · i? · causal · r1

Paired samples t-test on VHGT scores of the 75 experimental-group pre-service teachers across the three VHPI lessons; the mean difference of 12.467 is printed in Table 6. No effect size is reported.

"However, in the experimen tal group, there was a significant difference in their mean scores for the pre-test (M = 18.32, SD = 3.739) and post-test (M = 30.79, SD = 4.294) conditions; t (74) = -30.776, p = 0.000 < 0.05."

Armah 2018 (2)¶

Armah, R.B., Cofie, P.O., & Okpoti, C.A. (2018). Investigating the effect of van Hiele Phase-based instruction on pre-service teachers' geometric thinking. International Journal of Research in Education and Science (IJRES), 4(1), 314-330. https://doi.org/10.21890/ijres.383201

q3 · i? · causal · r1

Paired samples t-test for the 75 control-group pre-service teachers taught by conventional lecture-format instruction; the small mean increase of 1.410 was not statistically significant. Equivalence was not tested.

"The results of the paired samples t -test (Table 6) of PTs in the control group indicated that there was no significant difference in their mean scores for the pre-test (M = 18.84, SD = 4.182) and post-test (M = 20.25, SD = 4.305) conditions; t (74) = -0.445, p = 0.658 > 0.05 ."

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• Most entering pre-service teachers in the sample were at van Hiele Levels 0–2, and none attained Level 5 before or after instruction — related
• Before the intervention, the control and experimental groups were statistically equivalent in geometric thinking — related
• Pre-service teachers taught with van Hiele Phase-based Instruction attained significantly higher van Hiele levels of geometric thinking than those taught with conventional instruction — related
• Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant — related
• The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not — related