Peer teaching produced significantly higher mathematics achievement than no peer teaching among low-scoring undergraduate female students in Oman¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Undergraduate female students taught with peer teaching scored significantly higher on the posttest Mathematics Achievement Test than control students (t(30)=2.667, p=0.012). → Abdelkarim 2016

Evidence¶

Abdelkarim 2016¶

Abdelkarim, R., & Abuiyada, R. (2016). The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman. International Education Studies, 9(5). https://doi.org/10.5539/ies.v9n5p124

q3 · i? · causal · r2

Pretest-posttest control-experimental group experiment with 32 female Dhofar University students randomly assigned, all scoring 8-12 of 20 on the midterm. The peer-teaching group mean was "(6.6875)" versus "(4.5000)" for control on the 10-point MACT; the t-test was significant at p=0.012. No effect size is printed.

"Table 4 shows that “there is a significant difference in the means of the experimental group (M=6.69, SD=1.96) and the control group (M=4.50, SD=2.63) of the post- test; t(30)=2.667, p=0.012”."

Discussion¶

Related Claims¶

• Group learning produced significantly higher mathematics achievement than conventional teaching among rural grade-nine students after a 15-week intervention — related
• Peer-supported low-achieving university students significantly outperformed unsupported controls on English posttest scores after a 15-week LTA program — related