Video-based instructional strategy produces significant post-test performance differences among cooperative, competitive, individualized, and conventional groups in geometry¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test ANOVA showed a statistically significant difference among the COOVIP, COMVIP, IVIP, and CVIP groups at the 0.05 level. → Gambari 2016

Evidence¶

Gambari 2016¶

Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321

q3 · i? · causal · r1

One-way ANOVA on post-test Geometry Achievement Test scores of 120 students in four groups (30 each) after six weeks of video-based treatment. The article reports "significant difference was established among the experimental gro ups and control group" (F = 266.164, p = 0.000); no effect size is printed.

"From the table, the calculated F -value (266.164, p = 0.000) was significant at 0.05 alpha level. This indicates that statistically, significant difference was established among the experimental gro ups and control group."

Discussion¶

Related Claims¶

• The video-based cooperative group outperformed competitive, individualized, and conventional groups on geometry post-test scores — a narrower finding that bears on this claim
• Gender has no influence on performance under video-based individualized or conventional instruction in geometry — related
• Gender has no influence on performance of students taught geometry with the video-based cooperative strategy — related
• Male students significantly outperformed female students in the video-based competitive instructional strategy — related