Claims

WebQuest-based mathematics instruction improves retention of data, counting and probability learning three months after instruction

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Ninth-grade students taught with WebQuests scored significantly higher than control students on a delayed posttest three months after instruction. → Yenmez 2017

Evidence

Yenmez 2017

Yenmez, A. A., Özpinar, İ., & Gökçe, S. (2017). Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050913

q3 · i? · causal · r2

Quasi-experiment with 39 experimental and 39 control ninth-graders; the same teacher taught both groups and only the experimental group solved four WebQuests. The delayed posttest difference favored the experimental group, described as "in favor of the experimental group" (t(76)=2.322, p=.023).

"Table 4 showed that there was a statistically significant mean difference between the mathematics achievement delayed posttest scores of the grou ps in favor of the experimental group (t (76) = 2,322, p<,05)."

Discussion

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