K.W.L instruction produces significantly higher acquisition of religious concepts than traditional teaching among 8th-grade Jordanian students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test achievement in acquiring religious concepts was statistically significantly higher for the K.W.L experimental group than the traditionally taught control group (α=0.05). → Khalid A. Alsoudi 2017

Evidence¶

Khalid A. Alsoudi 2017¶

Khalid A. Alsoudi. (2017). The Effect of Using K.W.L Strategy upon Acquiring Religious Concepts. World Journal of Education, 7(2). https://doi.org/10.5430/wje.v7n2p31

q2 · i? · causal · r2

Quasi-experimental 2-way ANOVA on post-test scores of 139 8th-grade students (70 experimental, 69 control) taught two Islamic education units; Table 5 reports F = 23.000, sig 0.000 for teaching strategy, and "the means for experimental group are higher than control group" (83.90 vs 62.29).

"As indicated in table 5 the differences in means in post test in acquiring religious concepts is statistically significant (α=0.05), this result is similar to the findings of"

Discussion¶

Related Claims¶

• Students taught with the animation model significantly outperformed traditionally taught control students on the ATP generation post-test — a narrower finding that bears on this claim
• No statistically significant interaction between gender and teaching strategy on acquiring religious concepts — a narrower finding that bears on this claim
• Experimental and control groups were statistically equivalent on religious-concepts pretest before the intervention — a narrower finding that bears on this claim
• Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — related