IC-JPA instruction did not produce a statistically significant difference in correct academic language usage compared to traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was not a statistically significant difference in correct academic language usage between the IC-JPA treatment group and the comparison group, F(1,32) = .011, p = .919. → Hendy 2020

Evidence¶

Hendy 2020¶

Hendy, Elizabeth and Cuevas, Joshua Dr. (2020). The Effects on Instructional Conversations on English Language Learners. Georgia Educational Researcher: Vol. 17 : Iss. 2 , Article 5. https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss2/5

q2 · i? · causal · r1

ANCOVA with Unit 4 language usage posttest as dependent variable, condition as grouping variable, and language usage pretest as covariate. Language usage was scored from open-ended responses by two raters using a teacher-created rubric with names hidden. No effect size printed.

"When controlling for the initial language usage, the result was F(1,32) = .011, p = .919. These results indicate that there was not a statistically significant difference in correct academic language usage between the two groups."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• First-grade ELL students taught through traditional small-group instruction significantly outperformed IC-JPA-taught students on math achievement when controlling for initial ability — related
• Student engagement increased in the IC-JPA treatment group as disengaged behaviors declined over the intervention while remaining constant in the comparison group — related
• In the IC-JPA group, teacher-delivered redirections decreased while student-to-student redirections increased, indicating growing student self-autonomy — related
• Students taught reading comprehension with Joint Productive Activity scored higher on post-tests than students taught by the traditional method — related
• Six weeks of Joint Productive Activity instruction significantly improved Nigerian Junior Secondary II students' reading comprehension performance from pre-test to post-test — related
• JPA lessons showed increased learner involvement and participation compared with passive traditional lessons — related