The modules strategy group also significantly outperforms the conventional group on the postponed (three-week-delayed) achievement test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the postponed post-test administered three weeks after instruction, the modules group mean (36.51) exceeded the control mean by 9.15 marks, reported as statistically significant at á ≤ 0.05 (F = 50.762, p = 0.000). → 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 · r1

ANCOVA of the postponed achievement test given three weeks after the experiment without students' prior knowledge of the test date. The article's sentence contains an internal contradiction ("there is no difference" followed by "for the benefit of the students who were taught with the module approach"), which is reported here as printed.

"table (7) shows that (f) value (50.762) with the statistic significant (0.000) which means that there is no difference with the statistic significant at the level of (á ≤0.05) due to teaching method for the benefit of the students who were taught with the module approach equals (36.51) which is higher than the average of the control group by (9.15 degree)"

Discussion¶

Related Claims¶

• Seventh-grade students taught science with an educational modules strategy significantly outperform conventionally taught students on the direct (immediate) achievement test — related
• MIT-based teaching produced significantly higher permanence-test scores three weeks after instruction than conventional teaching — related
• No statistically significant gender difference or gender-by-method interaction in postponed achievement — related