Claims

The interaction of instructional method and teaching talent significantly affected teacher trainees' student learning outcomes

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i2 The interaction between lecture-discussion versus group discussion methods and strong versus weak teaching talent significantly affected student learning outcomes (partial eta squared = .359). → Mutrofin 2017

Evidence

Mutrofin 2017

Mutrofin, Degeng, I.N.S., Ardhana, I.W., & Setyosari, P. (2017). The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes. Journal of Education and Practice, 8(9). https://eric.ed.gov/?id=EJ1138824

q3 · i2 · causal · r1

Two-way ANOVA interaction term in the 168-trainee quasi-experiment was significant, F = 91.713, p < .05, partial eta squared = .359, described as "relatively strong effect size of .359".

"the interaction of lecture-discussion vs group discussion methods and teaching talent significantly affected student learning outcomes with F test of 91.713, significant at p<.05 and the relatively strong effect size of .359"

Discussion

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