The intervention does not produce a significant increase in educators' use of active teaching strategies relative to control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Active teaching strategy use increased over time overall, but the intervention group's post-intervention use was not significantly higher than the control group's. → Gul 2014

Evidence¶

Gul 2014¶

Gul, R. B., Khan, S., Ahmed, A., Cassum, S., Saeed, T., Parpio, Y., Profetto-McGrath, J., & Schopflocher, D. (2014). Enhancing Educators' Skills for Promoting Critical Thinking in Their Classroom Discourses: A Randomized Control Trial. International Journal of Teaching and Learning in Higher Education, 26(1), 37-54. http://www.isetl.org/ijtlhe/

q3 · i? · causal · r2

Mixed between-within ANOVA on observed teaching strategies in the RCT. The interaction for the intervention group versus control was also non-significant ("interaction effect F1,70 =.172, p > 0.05"); only about 28% of intervention teachers used active strategies at post-test versus 17% at pre-test.

"In the ANOVA for teachers' use of active teaching strategies, the overall number of strategies increased from the first to the second observation period (pre-post main effect F1,70 = 4.310, p = .042). However, there was no overall difference between the intervention and control groups (between group main effect F1,70 = .464, p > 0.05)"

Discussion¶

Related Claims¶

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