Tenth-grade students in a PBL environment enriched with virtual manipulatives significantly outperformed students in a traditional PBL environment on an achievement test in Polynomials and Quadratic Equations¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test achievement scores were significantly higher in the VM-enriched ePBL group (M=60.20, SD=13.88) than in the traditional PBL comparison group (M=50.60, SD=11.78), t(58)=2.88, p=0.005. → Çakıroğlu 2014 q2 i? Pre-test scores did not differ significantly between groups (t(58)=-0.830, p=0.410), supporting attribution of the post-test difference to the intervention. → Çakıroğlu 2014 (2)

Evidence¶

Çakıroğlu 2014¶

Çakıroğlu, Ü. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/10.14689/ejer.2014.55.12

q2 · i? · causal · r2

Quasi-experimental pre-test/post-test nonequivalent control group study with one experimental group (N=30) taught with VM-enriched ePBL and one comparison group (N=30) taught with traditional PBL. The independent t-test on post-test Achievement Test scores showed a significant difference favoring the EG, "t (58)= 2.88; p= 0.005".

"According to the independent t -test results, a statistically significant difference between the mean scores of post -tests of EG (M= 60.20; SD= 13.88) and CG (M= 50.60; SD= 11.78) students was found (t (58)= 2.88; p= 0.005)"

Çakıroğlu 2014 (2)¶

Çakıroğlu, Ü. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/10.14689/ejer.2014.55.12

q2 · i? · causal · r2

The same quasi-experimental study's pre-test analysis found no significant difference between groups (EG M=40.4, SD=10.41; CG M=42.43, SD=11.37), which the author says "reflects the similar backgrounds of the students in the EG and in the CG before the intervention".

"The independent t -test results on pre -test scores (t(58)= -0.830; p= 0.410) show that there was no significant difference among the mean scores of the groups."

Discussion¶

Related Claims¶

• Both the VM-enriched ePBL group and the traditional PBL group showed statistically significant achievement gains from pre-test to post-test — related
• Attitudes toward mathematics did not differ significantly between the VM-enriched ePBL group and the traditional PBL group after the intervention — related
• Web records showed all fifteen virtual manipulatives were used across the three projects, with usage frequencies between 17 and 28 — related
• Interviewed students reported that VMs supported learning (understanding, quick feedback, correcting mistakes) and independence from the teacher, but also reported fatigue, stress, distraction, and repetitive examples — related
• Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — related