Intermediate first-grade students taught Arabic grammar with a computerized program achieved significantly higher adjusted scores than students taught the usual way¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (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? After ANCOVA adjustment for pre-test, the experimental group's adjusted achievement mean (13.65) exceeded the control group's (10.48), a statistically significant difference in favor of the computerized method. → Al-Mashaqbeh and Neama 2015
Evidence¶
Al-Mashaqbeh and Neama 2015¶
Ibtesam Al-Mashaqbeh, Mushtak Neama. (2015). The Effect of Computerized Instructional Program in the Intermediate First Grade Students Achievement in Arabic language Grammar in Iraq. Journal of Education and Practice, Vol.6, No.32. https://eric.ed.gov/?id=EJ1083567
q2 · i? · causal · r2
Quasi-experimental pre/post two-group study of 120 intermediate first-grade students in Diqar, Iraq (60 experimental, 60 control), six weeks of instruction; ANCOVA on post-test with pre-test covariate gave F = 101.657, p = 0.000 for teaching method, "in favor of the experimental method".
"As showed in table (2) there were statistical significant differences (α = 0.05) due to the impact of the teaching method as the value of "P" (101.657), and a statistical significant difference was (0.000), and the differences were in favor of the experimental method."
Discussion¶
Learner Variables¶
- Syntax — outcome: instruction changes it
Related Claims¶
- Pre-test achievement significantly predicted post-test achievement in the ANCOVA model — related
- No statistically significant interaction between teaching method and gender on Arabic grammar achievement — related
- No statistically significant main effect of gender on Arabic grammar achievement — related
- Teaching Arabic oral skills with a Virtual Trip Model produces significantly higher post-test achievement than traditional teaching among third graders — related
- First graders taught science with educational games achieved higher scientific concepts acquisition than those taught by traditional method — related
- Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.