Quantitative evidence of learning in Mathematical Logic through structured direct instruction: analysis of Hake’s normalized gain and effect size in High School

This study investigated the impact of structured direct instruction on the learning of Mathematical Logic in High School. A quasi-experimental, single-group pretest–posttest design was employed with a High School class. The intervention addressed the negation of the logical connectives of conjunction and disjunction. Data were analyzed using Hake’s normalized gain and effect size. The results indicated a medium normalized gain (g = 0.56) and an effect size (d = 1.53), suggesting an improvement in students’ performance following the intervention. The study contributes to discussions on the quantitative assessment of learning and expands the empirical evidence on the teaching of Mathematical Logic in Mathematics Education.