Educational games instruction produced significantly higher literacy skill assessment scores than TIP instruction among Saudi kindergarten children after eight weeks¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After eight weeks of instruction, the educational games group scored higher than the TIP group on the literacy skill assessment test, a statistically significant difference in favour of the games group. → Gahwaji 2016

Evidence¶

Gahwaji 2016¶

Gahwaji, N. (2016). The Effects Of Two Different Instructional Programmes On Literacy Skills Of Kindergarten Children. Journal of International Education Research, 12(1). https://journals.cluteonline.com/index.php/JIER

q2 · i? · causal · r1

Quasi-experimental study of 41 children (TIP group n=21, games group n=20) in a Jeddah kindergarten; covariance analysis of variance neutralised pre-test impact. Post-test means were TIP M=24.95 (SD=2.25) versus games M=28.40 (SD=1.64), described as "in favour of the group that learnt using educational games".

"These study results have shown that there exists statistically significant difference (significance α = 0.05) on literacy skill assessment dimension between the two experimental groups. This difference was in favour of the group that learnt using educational games."

Discussion¶

Related Claims¶

• Both instructional programmes improved children's literacy performance from pre-test to post-test — related
• The TIP and educational games groups were equivalent in prior literacy knowledge at pre-test — related
• An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — related