The intervention significantly increases educators' use of lecture with slide presentation relative to control¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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? Use of lecturing with slide presentation increased significantly more in the intervention group than the control group from pre- to post-test. → 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 of 72 educators. Field notes indicated teachers using PowerPoint identified class objectives and were better organized, while teachers without slides relied on personal notes and students concentrated on note-taking.
"the overall difference from the first to second observation was statistically significant (pre-post main effect F1,70 = 8.294, p = 0.005). Although the overall difference between the intervention and control groups was not significant (between group main effect F1,70 = 0.674, p > .05), there was an interaction indicating that the increase from the first to the second observation period was statistically higher in the intervention group (interaction effect F1,70 =5.308, p = 0.042)"
Discussion¶
Related Claims¶
- The intervention does not produce a significant increase in educators' use of active teaching strategies relative to control — related
- The intervention significantly increases educators' encouragement of student questions and reduces dictation of notes — related
- Senior secondary Geography students taught with PowerPoint presentation scored significantly higher on post-test achievement than students taught with the lecture method — related
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