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Average scores, standard deviations, t-calculations, and Mann–Whitney U tests are reported along with degrees of freedom, t-table values, and p-values (2-way and 1-way). Findings evaluate whether H0 is accepted or rejected, showing differential enhancement patterns, supported by multiple reasoning indicators and regression coefficients for post-test outcomes.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematical-reasoning-ability-test-cpa-and-conventional-learning-study/179795/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematical-reasoning-ability-test-cpa-and-conventional-learning-study/179795.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What comparison does the document make between learning approaches?","Question",{"text":112,"@type":113},"It compares CPA learning with conventional learning across PMA groups and measures differences in mathematical reasoning performance using statistical tests and descriptive indicators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which statistical tests are used to evaluate the hypotheses?",{"text":117,"@type":113},"The document reports t calculations with degrees of freedom and t-table, along with Mann–Whitney U Z-values and associated p-values for different comparisons and directions of testing.",{"name":119,"@type":110,"acceptedAnswer":120},"How does N-Gain reflect improvement in reasoning indicators?",{"text":121,"@type":113},"N-Gain values are listed per reasoning indicator (e.g., logical conclusions, explanations using models/relationships, estimating solutions), showing higher gains for CPA than conventional in the provided items.",{"name":123,"@type":110,"acceptedAnswer":124},"What does the regression model output contribute?",{"text":125,"@type":113},"The model section provides unstandardized coefficients for the constant and post-test, and reports R, R square, adjusted R square, and standard error, supporting the relationship between predictors and post-test results.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},179795,1788338276,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Learning |  |  | PMA Groups |  |  |  | Ideal\u003Cbr>Maximum\u003Cbr>Score |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | High | Moderate |  |  | Low |  |\n|  | ̅􀢞 | std.\u003Cbr>deviation | ̅􀢞 | std.\u003Cbr>deviation | ̅􀢞 | std.\u003Cbr>deviation |  |\n| CPA | 17.40 | 1.17 | 12.17 | 1.45 | 7.63 | 0.92 | 30 |\n| Conventional | 18.22 | 1.20 | 11.87 | 1.32 | 7.88 | 0.83 | 30 |\n\n\n| PMA\u003Cbr>Groups | Learning | Average | tcalculation | Df | ttable | p-value\u003Cbr>(sig. 2-\u003Cbr>way) | Information |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| High | CPA | 17.40 | -1.507 | 17 | 2.110 | 0.150 | H0 was\u003Cbr>accepted |\n|  | Conventional | 18.22 |  |  |  |  |  |\n| Low | CPA | 7.63 | -0.571 | 14 | 2.145 | 0.577 |  |\n|  | Conventional | 7.88 |  |  |  |  |  |\n\n\n| PMA\u003Cbr>Groups | Learning | Mann\u003Cbr>Whitney U\u003Cbr>Test | Z | p-value\u003Cbr>(sig. 2-\u003Cbr>way) | Information |\n| --- | --- | --- | --- | --- | --- |\n| Moderate | CPA | 808.000 | -1.011 | 0.312 | H0 was\u003Cbr>accepted |\n|  | Conventional |  |  |  |  |\n\n\n| No. | Indicator | Learning | N-Gain |\n| --- | --- | --- | --- |\n| 1. | Make logical conclusion | CPA | 0.39 |\n|  |  | Conventional | 0.08 |\n| 2. | Provide an explanation using models, facts, traits, and relationships | CPA | 0.31 |\n|  |  | Conventional | 0.11 |\n| 3. | Estimate the answer and the solution process | CPA | 0.28 |\n|  |  | Conventional | 0.11 |\n| 4. Usemat pattehemartincsalasindtuartieolatnsionships to analyze ~~ ~~ConCPAventional~~ ~~~~ ~~00..2058~~ ~~ |  |  |  |\n\n\n| Mathematical\u003Cbr>Reasoning\u003Cbr>Ability Test | PMA\u003Cbr>Groups | Learning | Mann\u003Cbr>Whitney U\u003Cbr>Test |  | Z | p-value\u003Cbr>(sig. 1-\u003Cbr>way) | Information |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Enhancement | High |  CPA  Conventional | 5.000 |  | -3.273 | 0.000 | H0rejected |\n|  | Moderate |  CPA  Conventional | 290.500 |  | -5.514 | 0.000 |  |\n| Mathematical\u003Cbr>Reasoning\u003Cbr>Ability Test | PMA\u003Cbr>Groups | Learning | tcalculatio\u003Cbr>n | df | ttabel | p-value\u003Cbr>(sig. 1-\u003Cbr>way) | Information |\n| Enhancement | Low |  CPA  Conventional | 6.301 14 |  | 2.145 | 0.000 | H0rejected |\n\n\n| Model | Unstandardized Coefficients |  |\n| --- | --- | --- |\n|  | B | Std. Error |\n| (Constant) | 0.803 | 0.525 |\n| Post-test | 0.465 | 0.051 |\n\n\n| R | R Square | Adjusted R Square | Std. Error of the Estimate |\n| --- | --- | --- | --- |\n| 0.769 | 0.592 | 0.584 | 1.248 |","cbCaighf7UeBPNm5","https://ap.wps.com/l/cbCaighf7UeBPNm5","pdf",409722,14,"English","# PMA Groups and Learning Outcomes\n## Descriptive Statistics and Significance Testing\n## N-Gain by Reasoning Indicators\n## Mathematical Reasoning Ability Test Results\n## Regression Output (Model Coefficients)","[{\"question\":\"What comparison does the document make between learning approaches?\",\"answer\":\"It compares CPA learning with conventional learning across PMA groups and measures differences in mathematical reasoning performance using statistical tests and descriptive indicators.\"},{\"question\":\"Which statistical tests are used to evaluate the hypotheses?\",\"answer\":\"The document reports t calculations with degrees of freedom and t-table, along with Mann–Whitney U Z-values and associated p-values for different comparisons and directions of testing.\"},{\"question\":\"How does N-Gain reflect improvement in reasoning indicators?\",\"answer\":\"N-Gain values are listed per reasoning indicator (e.g., logical conclusions, explanations using models/relationships, estimating solutions), showing higher gains for CPA than conventional in the provided items.\"},{\"question\":\"What does the regression model output contribute?\",\"answer\":\"The model section provides unstandardized coefficients for the constant and post-test, and reports R, R square, adjusted R square, and standard error, supporting the relationship between predictors and post-test results.\"}]","Mathematical Reasoning Ability Test - CPA and Conventional Learning Study | PDF",35]