Ability-grouping composition in reciprocal teaching of collaborative learning significantly affects individual achievement, with the high homogeneous group showing the largest mean gain (19.5) and the low homogeneous group the smallest (11.75)¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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.
q2 i? Individual achievement differs significantly among the four grouping compositions in reciprocal teaching of collaborative learning. → Sumadi 2017
Evidence¶
Sumadi 2017¶
Sumadi, I. N. S. Degeng, Sulthon, & Waras. (2017). Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills. International Journal of Evaluation and Research in Education, 6(3), 216-220. https://eric.ed.gov/?id=EJ1157151
q2 · i? · causal · r1
Quasi-experimental MANOVA comparing four grouping compositions among Primary School Teacher Education students; the F-test found significant achievement differences (F = 14.111, p = 0.00) between "high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group".
"F-test results shows coeficien of 14.111 and the significant value of 0.00. This shows that there are significant differences in students’ individual achievements between high group of homogeneous, middle group of homo geneous, low group of homogeneous, and heterogeneous group in reciprocal teaching of collaborative learning."
Discussion¶
Learner Variables¶
- General Cognitive Ability — moderator: an instructional effect differs with it
Related Claims¶
- Ability-grouping composition in reciprocal teaching of collaborative learning significantly affects social skills, with the high homogeneous group showing the largest mean gain (10.92) and the low homogeneous group the smallest (6.71) — related
- All pairwise comparisons of grouping compositions differ significantly on individual achievement, including the heterogeneous group versus each homogeneous group — related
- The heterogeneous group ranks second on individual achievement gains, behind the high homogeneous group — related
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