The exploration strategy produced statistically significant post-test gains in analytical reading over traditional teaching among second middle grade female students¶

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? First experimental group students taught with the exploration strategy scored significantly higher on the analytical reading test than control students taught traditionally (T = 7.90, p = 0.00). → Alhawamdeh 2016

Evidence¶

Alhawamdeh 2016¶

Haifa Awwad Alhawamdeh. (2016). The Impact of Exploration and Thinking Loudly Strategies on Analytical Reading and Linguistic Intelligence among Second Middle Grade Female Students in Najran. Journal of Education and Practice, Vol.7, No.36. https://eric.ed.gov/?id=EJ1126512

q2 · i? · causal · r1

Semi-experimental study comparing a first experimental group (exploration strategy, n = 20) with a traditional-method control group (n = 20) on an analytical reading test. Post-test means were 24.10 (SD 4.95) versus 14.50 (SD 2.24), with Independent Samples T-Test value 7.90 and statistical significance 0.00, described as "statistically significant differences".

"Experimental (1) Exploration 24.10 4.95 7.90 0.00 Control Traditional 14.50 2.24"

Discussion¶

Related Claims¶

• The exploration strategy produced statistically significant post-test gains in linguistic intelligence over traditional teaching among second middle grade female students — related
• The thinking loudly strategy produced statistically significant post-test gains in analytical reading over traditional teaching among second middle grade female students — related