Evaluating video-based PBL approach on performance and critical thinking ability among Ugandan form-2 secondary school students

Figures & data

Table 1. Descriptive statistics from performance test.

Time of intervention	School characteristics	Mean %	Std. Deviation %	N
Before learning (pretest)	Public school	38.38	17.52	74
	Private school	34.71	13.05	70
	Total	36.60	15.56	144
After learning (posttest)	Public school	50.41	16.67	74
	Private school	67.71	19.35	70
	Total	58.82	19.95	144

Table 2. Anova results of statistical significance from pre to posttest and between types of schools.

Effect	Value	F	Hypothesis df	Error df	Sig	Partial Eta Squared
test	.530	160.150^b	1.000	142.000	.000	.530
test * school	.197	34.746^b	1.000	142.000	.000	.197

Table 3. Descriptive statistics from the motivation survey.

Time of intervention	School characteristics	Mean Rank %	N
Before learning (pretest)	Public school	64.75	74
	Private school	80.69	70
	Total		144
After learning (posttest)	Public school	64.78	74
	Private school	80.66	70
	Total		144

Figure 1. Percentage of students highly motivated before and after learning with video-based PBL.

Availability of data and materials

The datasets generated during and/or analysed during the current study are available from the open source of figshare: flagshare