Seventh-grade students taught science with an educational modules strategy significantly outperform conventionally taught students on the direct (immediate) achievement test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At á ≤ 0.05, direct post-test achievement differed significantly by teaching method in favor of the modules group (experimental mean 38.38 vs control 31.89). → Alelaimat and Ghoneem 2012

Evidence¶

Alelaimat and Ghoneem 2012¶

Abeer Rashed Alelaimat, Khowla Abd Al_Raheem Ghoneem. (2012). The Effect of Educational Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach. Higher Education Studies, Vol. 2, No. 2. https://doi.org/10.5539/hes.v2n2p40

q2 · i? · causal · r2

Semi-experimental two-group study (experimental n=87, control n=87 as printed in the sample section) with ANCOVA on the direct post-test after a three-week, 12-period intervention; the article reports the modules group mean exceeded the control mean by 6.5 marks, a statistically significant difference. The quote states the experimental group "is (38.38) which is higher than the average of the control group".

"the average of the experimental group working with module approach is (38.38) which is higher than the average of the control group by (6.5 degree) this difference is of statistic significance"

Discussion¶

Related Claims¶

• The modules strategy group also significantly outperforms the conventional group on the postponed (three-week-delayed) achievement test — related
• Seventh-graders taught the 'Systems of the Human Body' unit with the simulation method scored significantly higher on the post-test than peers taught by traditional lecture — related
• Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
• Eighth graders taught with the Herrmann Whole Brain Teaching Method significantly outperformed conventionally taught peers on conceptual understanding of simple electric circuits — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related