Within-group pre-to-post gains were much larger for the direct instruction group than for the traditionally taught control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's mean achievement rose from 16.80 at pre-test to 40.73 at post-test, while the control group rose from 15.93 to 22.70. → Al-Makahleh 2011

Evidence¶

Al-Makahleh 2011¶

Ahmad Abdulhameed Aufan Al-Makahleh. (2011). The Effect of Direct Instruction Strategy on Math Achievement of Primary 4th and 5th Grade Students with Learning Difficulties. International Education Studies, 4(4). https://doi.org/10.5539/ies.v4n4p199

q3 · i? · causal · r2

Descriptive pre-test/post-test means on the 80-item achievement test for both groups; the experimental group's gain (16.80 to 40.73) far exceeded the control group's gain (15.93 to 22.70). These are descriptive means; the inferential test is reported separately.

"Table 1 shows differences among mean scores of the experimental group members (exposed to the direct instruction strategy) on the pre-test (M=16.80) versus the post-test (M=40.73)."

Discussion¶

Related Claims¶

• Direct instruction strategy improves basic mathematics achievement of 4th- and 5th-grade students with learning difficulties compared with traditional teaching — related
• Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — related
• Both groups improved significantly on the achievement test from pre-test to post-test, with the experimental group reaching a much higher post-test mean — related
• Eleventh-grade students taught literature with the discourse analysis method showed larger pretest-to-posttest gains in reading comprehension than the traditionally taught control group — related