Active learning activities produce higher post-test achievement than traditional direct instruction in a fifth-grade English unit¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · 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? After four weeks of active learning instruction, the experimental group scored significantly higher than the control group on the unit achievement test. → Yenen 2019
Evidence¶
Yenen 2019¶
Yenen, E. T., & Dursun, F. (2019). The Effect of Active Learning Approach on Student Achievement in Secondary School 5th Grade English Course. Novitas-ROYAL (Research on Youth and Language), 13(2), 175-186. https://dergipark.org.tr/en/pub/novitas
q3 · i? · causal · r2
Quasi-experimental post-test comparison of the experimental group (n=34) and control group (n=31) after four weeks (12 course hours) of instruction. The experimental mean was "X = 85.21" versus "X = 74.81", with t(63) = -3.38, p < .05. No effect size was printed.
"However, in the post -tests there was a significant difference between the average score of the experimental group ( X = 85.21) and the average of the control group ( X = 74.81). This difference was found to be significant with respect to t- test results [t (63) = - 3.38, p <.05]."
Discussion¶
Related Claims¶
- Active learning-based education shows a more permanent effect on achievement than traditional methods four weeks after instruction — a broader claim this one bears on
- Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — related
- Ninth-grade English students taught with activity-based posters scored significantly higher on the unit post-test than students taught with guidebook, course book and workbook — related
- Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods — related
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